Multimedia technology (MMT) is a crucial educational tool that equips graduates to succeed in a knowledge society. This study investigates the relationship between MMT and the academic performance of undergraduates at selected universities in Lagos State, focusing on 236 students from the ‘New Communication Technologies’ course (139 from the University of Lagos and 97 from Caleb University). A multistage sampling method was employed, and data were collected through a quasi-experimental design using pre- and post-assessment tests. The analysis included both inferential (Pearson Product Moment Correlation (PPMC), student-t test) and descriptive statistics (box and whisker plots). The results indicated a significant performance advantage for virtual learners utilising MMT over non-virtual learners. PPMC indicated a significant correlation between MMT and learning objectives: Caleb University (r = 0.531) and University of Lagos (r = 0.234). The student-t-test results showed significant differences between pre and post-test scores at both institutions (Caleb University: t = -3.601; University of Lagos: t = 17.701). The study concludes that MMT positively influences academic performance, especially for virtual learners. This study strongly recommends that universities and lecturers invest in video software such as Doodle Videos to create professional and academic videos for their courses and that universities in Lagos State foster an enabling environment for the acceptance and use of MMT.

 

Key words: Academic performance, multimedia technology, undergraduates, universities, virtual learner.