Abstract

This study investigated teachers’ perspectives on the use of multimedia in teaching and learning science, their level of technological proficiency, the extent to which they integrate multimedia into their science instruction, and the challenges they face in implementing multimedia in classrooms. A questionnaire was administered to forty in-service primary school teachers in Fiji to collect data. The data collected was analyzed using quantitative and qualitative methods with a descriptive and inferential approach. The findings showed that teachers positively viewed using multimedia systems to teach and learn science. Furthermore, the study found that teachers believed multimedia enhanced critical thinking, promoted collaborative learning skills in primary school students, and ensured quality education. However, the study also revealed that Fiji’s primary school teachers faced challenges incorporating multimedia systems into science classes due to a lack of information and communication technology (ICT) resources, poor internet connectivity, time constraints, inadequate administrative support, lack of ICT knowledge, unavailability of electricity, and overcrowded classrooms. The study recommends that primary schools in small island states, such as Fiji, prioritize incorporating multimedia training as a key component of their professional learning and development programs.