Assessing Multimodal Literacy in Higher Education: Impact on Student Learning Outcomes in Selected Universities in Edo State, Nigeria

Abstract

This paper investigates the integration of multimodal literacy in Nigerian higher education and its impact on student learning outcomes. Grounded in Multiliteracies theory, the research explores how students’ exposure to diverse communication modes—textual, visual, auditory, gestural, and digital—affects academic performance and digital proficiency. The paper also evaluates faculty adoption of multimodal teaching strategies and identifies institutional factors that influence implementation. A cross-sectional survey research design was adopted, involving 260 respondents (200 students and 60 faculty members) from three universities in Edo State: Benson Idahosa University, University of Benin, and Ambrose Alli University. Data was collected using a structured questionnaire and analysed using descriptive statistics, Pearson correlation, multiple regression, and ANOVA techniques via SPSS. Findings revealed a positive, non-linear relationship between multimodal literacy exposure and academic performance, with students in the medium-exposure group demonstrating the highest average GPA. Digital proficiency was also moderately associated with academic success. Faculty adoption of multimodal strategies was found to be moderate, with significant differences across institutions, largely influenced by digital infrastructure and support systems. The paper concludes that when thoughtfully implemented, multimodal literacy can enhance student engagement, academic performance, and digital competence. However, infrastructural limitations and uneven faculty readiness remain key challenges. This research contributes valuable insights to educational policy and curriculum development, advocating for strategic integration of multimodal literacy in higher education. Recommendations include increased investment in digital infrastructure, targeted faculty development, and the inclusion of structured digital literacy programmes within university curricula

Keywords: Multimodal Literacy, Academic Performance, Digital Proficiency, Higher Education