Multimedia is a strong technique of education and study within the framework of social work. The five popular technologies contributing to the education process are the narrative media, interactive media, communication media, adaptive media and productive media.

There is a multiple interpretation of the idea of multimedia. All meanings agree that multimedia includes in an integrated way documents, images, animations, video and sound. Multimedia thus represents a consolidation of all the technological elements by combining, beside interactive environments, sound, images, video, drawings and texts with high quality. Reactive, proactive and reciprocal interactions exist in multimedia technology (Schulmeister, 1997; Inceday, 2018). Multimedia is effective in education because of the interactivity, versatility and integration characteristics of multiple media that can promote learning, take into account differences between learners and increase motivation (Aloraini, 2005).

Chalk and its way of teaching, which entails too much speaking, lost their productivity and interest in the teaching of students. It was claimed from online free education that change in education had a significant effect on the field of education. Learning and teaching have been found affected by a variety of new technologies, such as student interactions and scheduled training, which allow space for exploitation that cannot be used in other mediums. Students will be able to learn new knowledge through multimedia facility and education (Albirini, 2006).

Education technology is a research and ethical activity for the production, use and management of technical processes and tools suitable for learning facilitation and performance enhancement (Osu, Udosen and Akpan 2010) It is described as a number of instruments that could be useful for student-centered learning most simply and contentedly. The teachers are called to be 'Side Guides' instead of 'Sage on stage' (Ololube, 2007).

Education technology is also known as 'learning technology'; throughout the teaching and learning cycle, it primarily includes use of technology. In this area, item technology not only requires the use of latest technologies and techniques such as tablets, interactive whiteboards and smartphones; internet, Wi-Fi, YouTube and other technologies also provide powerful and improved control of learning processes, delivery system of information, effective teaching and memory control (Fari SA, 2010).

Multimedia provides ease and educational facilities. With multimedia practices, new information can be learned by students. Dwyer notes that students can acquire skills and information that cannot be accessed historically, and that they have also the opportunity, by way of multimedia technique, to prepare their own products (Dwyer, 1993). The purpose of multimedia is to help students with different skills and styles of learning could therefore be confirmed. He also emphasizes that multimedia offers every student individual opportunity to work. It encourages a student to focus on the subject(s) that he or she wants (Dwyer, 1993)

The use of multimedia has two implications for student education: The enormous and simple access in education to textual and audio content can make the lessons more extensive and attractive, which can help to enhance the teachers' ability to self-produce the content offered by the information technology and communication technology. In the assessment of the British, The Government Teacher Laptops (2004-2007), with a laptop survey, extended their tools access capabilities and saved time to plan and prepare lessons (Cunningham, 2006)

Multiple media uses can have a positive effect on education when properly designed compared to traditional academic achievements instruction (Akkoyunlu, 2005). Taking the facts collected from literature into account, we can conclude that Multimedia activates the learner not only easily learn with expectations, but also contributes its own quota and makes it more important to learn mathematics.

Teachers required mainly tools to help students better understand the subject they are studying. Enabling teachers to access digital learning tools that lead to the creation of a meaningful idea, enabling the teacher to concentrate more on teaching and encouraging students individually to understand this subject. Multimedia development also helps to make learning easier by allowing students to learn not only at school, but also in the home. This will help to develop the learning skills of students. It provides an immersive teaching and learning experience with the help of multimedia elements, including text, graphics, video, sound and animation.

In addition, multimedia can be observed in learning and training as authentic and varied. Semerci (1999) points out that the message is conveyed by multimedia and thus provides recipients with a rich learning environment. The subjects taught should be transmitted so that other methods like web-based audio, video and animation cannot authentically be taught in classrooms. It will ensure a close connection with truth and total learning (Semerci, 1999). Multimedia also helps to inform visually and not visually written content on data use, access, exchange and transport

Multimedia also provides a familiar, complex, economic and realistic educational atmosphere (Yünkül, 2014). The rise in the academic success of students is also a technological aid to education. The multimedia program improves the academic performance of students as opposed to conventional teaching. The use of multimedia positively affects education when it is well planned in terms of academic success in contrast with conventional learning (Akkoyunlu and Yılmaz, 2005). Multimedia is made up of digital platforms where audio, visual and animation media are delivered to written media, high definition media and graphs are set (Maddux et al., 2001).

Multimedia is also associated with a traditional approach to education (Rolfe & Gray, 2011). It is provided with meaningful words, sounds and pictures of learning (Mayer, 2005a; 2005b; 2005c). In science teaching the primary value of interactive factors is (Altherr, Wagner, Eckert, & Jodl, 2004). Various phenomena and processes can be vividly represented, complex material replicated and abstracted at various levels with the help of multimedia. It helps to be truthful and meaningful. Multimedia is particularly useful for students whose motivation is poor and with low prior qualifications (Singh, 2003).

"The integration of text, images, sound, animation and video, and some or all of them into a coherent program is a multimedia feature" (Philips, 1997). (Philips). Bagui (1998) and Daniels (1995) note that data communication can be conveyed on a number of channels, as described in Junaidu (2008). If more than one channel provides information, learning will improve.

Multimedia is a digital media system that stimulates several senses at times. Teachers can control the material and flow of information using the interactive design. Multimedia use in Pakistan is very limited for several reasons in classroom teaching. Those include high expenditures for software, equipment and other related services and shortage of teachers and qualified workers on a computer basis. Another issue is the role of teachers when it comes to their use.

For discussion, multimedia can be used. Tendencies in updating and developing instructional strategies are associated with the growth of interactive teaching methods, the growth of active creative teaching and the integration, according to their complémentarity, of an efficient and contextual mix of the methods formal and informal, conventional and new strategies. Students will endorse the use of multimedia by highly qualified teachers.

The present study was focus on finding out the impact of multimedia on the academic performance of the students at secondary school level of Peshawar District.

The study will contribute to improving the teachers' potential to use computer courses for multi-day use. The study will charm the Government by applying various methods to boost the recital of the students. This type of study helps differentiate the various factors, making it likely that programs are being used. According to the following questions, the significance of topic analysis is:

The sample of the study comprised of 20 government schools of district Peshawar. Furthermore, the sample included 20 heads, 40 teachers and 40 students of secondary schools of District Peshawar.

Simple random sampling technique is used in this research because it guarantees that the sample chosen is illustrative of the population.

The questionnaire was used as a research instrument. Survey is used as a research instrument. The main objective of the analysis is to find out the impact of multimedia on the students' academic performance at the Peshawar District at the secondary level. For validity purpose, the questionnaires were filled by 2 heads and 5 teachers and 5 students for improvement, refinement and for the purpose of acquiring accurate and correct data collection.

To collect data, personally visit to different schools and have collect the data from heads, teachers and students, so that careful data should be collected.

Data obtained through questionnaire is presented, interpreted and analyzed in the light of the study objectives in the application of frequency and percentages. In this way, statistical analysis percentages were applied for generalizing the significance of responses.

Research demands involve a thorough analysis of the problems to find a workable solution. The main aim of the study is to know the impact of multimedia on the academic achievements of secondary school students in the district of Peshawar. The survey was conducted to get the respondents' opinions on this. The nature survey of research as well as descriptive analysis. The methods of proportion are simple and viable to use for studying performance; boldness and features are given in the counters as follows.

After a proper survey and multiple factors, it is noted that the following main reasons were find out.

The study suggested the following according to the results which showed that multimedia was successful compared to conventional teaching methods: Multimedia's rapid development provides unprecedented incentives for students to participate. In the learning process, multimedia tools should be used carefully. For debate, multimedia can be used. Trends to upgrade the teaching approaches and expand them are subscribed to the enhancement of the multi-media teaching approach, the development of active and innovative teaching, the combination of formal and informal approaches in a multitude of educational strategies, modern and new approaches focused on complementarity, benefits and mutual benefit requirements. Students should be assisted by highly qualified teachers in the use of multimedia. They need to direct and build relevant and successful learning approaches for students during the education process. The use of educational multimedia, like the use of textbooks, fosters educational teaching techniques, where the role of teachers is not just a provider of knowledge but a guide.

The following conclusions have been drawn after examining the whole process. It is concluded that the main reason of not using multimedia is lack of resources.