Yvonne IYERE

This study examined students’ perceptions of the use of multimedia and metacognitive learning strategies for enhancing Integrated Science education at the University of Benin, Edo State, with emphasis on students’ awareness, perceptions, and learning experiences. A descriptive survey research design was adopted for the study. The population comprised undergraduate students of Integrated Science Education at the University of Benin, from which a suitable sample was selected using an appropriate sampling technique. Data were collected using a validated and reliable structured questionnaire and analyzed using descriptive statistics such as mean and standard deviation Findings revealed that students generally had positive perceptions of multimedia and metacognitive learning strategies, as they enhanced understanding, engagement, critical thinking, and retention of scientific concepts. However, challenges such as inadequate instructional facilities, limited access to multimedia resources, insufficient lecturer expertise, and time constraints were identified. The study concluded that these strategies can significantly enhance Integrated Science education when effectively implemented