The document summarizes a study that investigated using a multimedia package to teach physics concepts like electrostatics at the undergraduate level. Researchers administered a pre-test to 125 students to assess their understanding of electrostatics, which had an average difficulty index of 0.42 and discrimination index of 0.32 with a reliability coefficient of 0.704. Students were then randomly split into an experimental and control group, with the experimental group using the multimedia package for instruction. A post-test found the experimental group scored significantly higher than the control group, indicating the multimedia package helped students better understand and acquire knowledge of electrostatics concepts. Therefore, the study concludes computer-assisted multimedia instruction is effective, practical to implement, and can improve student

1. Investigating Effectiveness of Multimedia Package in Physics teaching
at undergraduate level
*Bhiva Gobji Wagh,
K .K. Wagh Arts, Commerce and Science College, Pimpalgaon(B),
Nashik (India)
beegeewagh@yahoo.com
Popat Savaleram Tambade,
Prof. Ramkrishna More A. C. S. College, Akurdi, Pune(India)
pstam3@rediffmail.com
Abstract
Previous researchers have demonstrated significant improvement
in students’ conceptual understanding of basic physics using interactive
engagement methods of instruction. In the present study, efforts have been
made to convert traditional classroom instructions into active learning
experiences using multimedia package in the classroom. We have used
interactive multimedia- instruction package to teach concepts of
electrostatics in the classroom at third year undergraduate level.
Diagnostic pretests of the materials have been conducted to obtain data
concerning students’ understanding of electrostatics. The diagnostic test
consisted of 15-multiple choice items. The diagnostic test was
administered to 125 students and data was analyzed. The average
difficulty index and average discrimination index of the test was found to
be 0.42 and 0.32 respectively. The reliability coefficient of the test was r =
0.704. After the pretest, the students were randomly divided into two
groups; experimental group and control group with 53 students in each

2. group. After the use of multimedia package, the posttests were conducted
and pretest posttest data were analyzed. The result showed that the mean
score at the posttest of experimental group was significantly different than
control group at 0.01 levels. While few misconceptions persist, the overall
results indicate that students seem to have acquired a good general
understanding of these concepts using such package. Hence, the use of
computer-assisted instruction package in classroom is practical, effective
and amenable to widespread implementation.
*corresponding author