Abstract

This study examines the existing literature on the application of Multimedia Learning Theory (MLT) in teaching quadratic functions (a quadratic function is a polynomial function that has key features such as a vertex, axis of symmetry, y-intercept, and possibly x-intercepts, which determine its shape and position on the coordinate plane. It has this form: y=ax^2+bx+c), with a focus on both its effectiveness and the challenges faced in secondary school mathematics instruction. A desk review methodology was employed to analyze the literature, which included a comprehensive primary search of published articles and books. Systematic content analysis was conducted to investigate the best practices and potential challenges in applying multimedia learning methodologies. Coding techniques were utilized to label and categorize text segments relevant to specific themes, enabling a thorough understanding of key concepts, trends, and debates. The literature was sourced from various internet databases, including Scopus, ISI, Google Scholar, ERIC, Academia, and Web of Science, using keywords such as effectiveness, MLT, and obstacles in teaching quadratic functions. The PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) 2020 framework guided the selection of sixty-two eligible studies based on predefined inclusion and exclusion criteria. The findings underscore the importance of integrating multimedia technologies with curriculum objectives to enhance conceptual understanding and improve student outcomes. Key components such as interactive simulations, videos, and real-time feedback emerged as vital for reinforcing mathematical concepts and fostering active learning. However, significant challenges were identified as barriers to the effective implementation of multimedia tools in resource-constrained contexts. These include students’ difficulties in understanding quadratic functions and their related graphs, inadequate technological infrastructure, and teacher resistance.