Title: Differences between audio media and conventional methods regarding students' academic performance and the influence of audio media satisfaction on their academic scores at a Ugandan university

Authors: Mark Kaahwa; Chang Zhu; Moses Muhumuza; Charles Karemera

Addresses: School of Education, Mountains of the Moon University, P.O. Box 837-Fort-portal, Uganda ' Department of Educational Sciences, Vrije Universiteit Brussel, Pleinlaan 2, 1050 Brussels, Belgium ' School of Education, Mountains of the Moon University, P.O. Box 837-Fort-portal, Uganda ' School of Informatics and Computing, Mountains of the Moon University, P.O. Box 837-Fort-portal, Uganda

Abstract: This study examined two hypotheses: there is a difference between students' scores in the conventional and audio media instructional strategies and students' satisfaction with audio media technology influences their academic scores. We carried out an experimental study involving the treatment group with 166 students taught using audio media instructional strategy. The control group consisted of 167 students taught using the conventional approach. Both groups were subjected to similar assessment and academic scores were compared. Independent T-test and multiple regression tests were used in the study. Findings indicate that there is no statistically significant difference in academic performance between the instructional strategies. Furthermore, results showed that students' satisfaction with audio media technology does not influence their academic scores. It can be concluded therefore, that an audio media instructional strategy is another effective teaching approach. Besides, it can be concluded that students' audio media satisfaction does not affect their academic scores.

Keywords: audio media technology; AMT; conventional instructional strategies; podcast quality; podcast efficiency; podcast accessibility; audio media satisfaction; academic performance.

DOI: 10.1504/IJIL.2021.115500

International Journal of Innovation and Learning, 2021 Vol.29 No.4, pp.491 - 511

Received: 16 Nov 2019
Accepted: 17 Jun 2020
Published online: 07 Jun 2021 *

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