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Abstract This paper, which can be downloaded from the website (MTAResearch2.pdf),  reports action research on a multimedia teaching aid (MTA) developed for Invertebrate Zoology undergraduate students. The research goals were to investigate the impact of using MTA on students’ performance and to address students’ perceptions of motivation. Data collection relied on online observations (student access times), surveys, and student performance in the final laboratory examination. Both quantitative and qualitative methods were used in this study. The results revealed a significant difference in performance between the student group using MTA (Mean M = 53.9, Standard Deviation SD = 14.4), with the student group without MTA use (M = 46.6, SD = 17.9), Student t-test, one-tailed t (60) = 2.31, p = .01. This finding corroborates the results of my 2002 pilot study. A disturbing finding was revealed within study habit groups using MTA. In some cases MTA use did not correlate with improved performance. Further investigation is warranted. This study also revealed metacognitive strategies and self-regulation skills engaged by students in Invertebrate Zoology.

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