ATTENTION:
BEFORE YOU READ THE CHAPTER ONE
OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE
PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL
INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS
PAGE. OR YOU CAN CALL: 08068231953, 08168759420
IMPACT OF
INSTRUCTIONAL VIDEO ON STUDENTS ACHIEVEMENT IN JUNIOR SECONDARY SCHOOL
Abstract
The study
investigated the Impact of Instructional Video on Students Achievement in
Junior Secondary School. The population for this study comprised 140 Junior
Secondary School (JSS 1) Students. A simple random sampling technique was used,
where two out of the fourteen schools were selected in Educational district 1.
Quasi-experimental design was adopted which involves two groups: experimental
and control groups. The experimental group was subjected to treatment using
instructional video but the control group was taught without instructional
video (traditional method).The instrument for the study is a 20 multiple-choice
self-designed Social Studies Achievement Test (SOSAT).The instrument was
validated by the researcher supervisor, three Educational Technologist
lecturers.Three research questions were raised and three hypotheses were also
formulated to guide the study. The research questions were answered using mean
and standard deviation while the hypotheses were tested using independent
t-test at 0.05 level of significance. The result of the analysis showed that
there is significant different in the mean achievement score of students taught
social studies using instructional video instructional video and those taught
using traditional instructional method. There is significant difference between
the performance of students taught with the use of instructional video and
those taught without instructional video. There is significant difference
between the mean achievement scores of the female and male students taught
social studies using instructional video. On the basis of these findings
recommendations were made that Teachers should be fully and adequately trained
to make use of instructional video through regular workshops and seminars.
Teachers of Social Studies are encouraged to search for necessary instructional
video that can appeal to the senses of learners, arouse their interest,
encourage their participation, make learning more meaningful and promote
academic standard.
CHAPTER ONE
INTRODUCTION
1.1
Background of Study.
Learning is
the acquisition of knowledge and skills possible through systematic interaction
between teachers and learners. It happens in involvement of teacher, learner,
methodology and materials interaction. Parts of these materials are known as
instructional resources (Akerele, Aguele & Anyanwu, 2012). It has been
proved that teachers have an important influence on students’ academic
achievement. If the teacher is ineffective, students under the teacher’s
tutelage will achieve inadequate progress academically. This is regardless of
how similar or different the students are in terms of individual potential in
academic achievement. Some of the problems identified so far include poor
teaching method, lack of qualified teachers, poor infrastructure and inadequate
laboratory facilities, teacher centered instruction and non-availability and
utilization of instructional material (Yaki, 2011, Olorukoba, 2007).
The
traditional (or conventional) teaching methods are teacher-centered and include
the use of lectures and discussions while the problem solving element is
presented by and/or discussed with the instructor; the syllabus, the teaching
materials and the student assessments are determined by the tutor and transmitted
to students in various lectures (Cottel & Millis, 1993). The traditional
approach to teaching, as ancient as formal teaching itself, involves the
directed flow of information from teacher as sage to student as receptacle. One
of the major problems faced by students is poor method of teaching or teaching
approach from the teacher to the student, thus resulting to inability of the
student to remember what has been learnt. This problem is often caused by too
much theoretical expression by the teachers while learners are passive
listeners. Students memorize and regurgitate facts and concepts. These problems
confronting the teaching and learning can be handled using electronic
media;(video recordings, audio recordings, multimedia presentations, slide presentations,
CD-ROM and online content) process and other interactive media software
facilities in which a student interacts with and is guided by visual equipment
aimed at achieving certain instructional goals (Onasanya, 2002).
Media can be
used to transform classroom instructions into a series of rich memorable
experiences and thus, reduce boredom and forgetfulness in teaching. In the
recent years, the development of microcomputer in the process of teaching and
learning has become widespread in educational institutions (Onasanya, 2002).
Abimbade (2000) reported that the use of computer (1) increases the time of
learners devote to learning , (2) enhance the speed of availability of data and
information, (3) provide immediate feed-back, (4) assist less qualified
teachers and (5) increase teachers efficiently and effectiveness. Adeniyi
(2002) pointed out that students taught civic education with visual aid
achieved higher cognitively than those taught without media aid.
Technology
nowadays is common among schools, offices, and to every individual, as this
supports learning and helps in developing knowledge, wherein, integration is
the use of technology to enhance, reiterate, present, and assess how students
understand the syllabus or the program (Edutopia, 2005). Video as a media in
education comes as the invention of educational technology. They are termed as
instructional video. They are created for use in classrooms or in other
educational settings. They are usually evaluated for language use, conflict and
length and many of them are packaged as multimedia resources that include
students’ workbooks, teacher’s guides, video transcripts and audio tapes.
Agommuoh and Nzewi, (2003) reported that video-taped instruction has the
qualities of providing a semi-permanent, complete and audio’s visual record of
event.
Using
instructional videos in teaching is not new. They date back to prehistoric
times when cave instructors used 16mm projectors to show cave students examples
of insurance company marketing commercials in business courses (Berk, 2009).
Instructional Video as a change instrument in the classroom has undertaken a
unique cycle of adoption over time. Broadcast television and film were first
used sparingly, primarily as out-of-the classroom forms of enrichment (Greenberg,
2012). Presenting the cycle in the year 1960-1970s, television films were on
trend, 1980, video tapes were used, and 1990s marked booming of Two-way
videoconferencing, camcorders and video CDs. In the year 2000, DVDs, streaming
videos, the popularly youtube, and camera-enabled smartphones were in fashion
(Zanetis, 2012).
Instructional
video based materials boost student creativity. Access to video can help
motivate students and create a distinctive context for their learning
experience. Based on a true story- the incorporation of video in the classroom,
it has allowed students and teachers to help in broadcasting school
announcements, use pre- recorded classes to overcome teacher shortages and
influence Internet-based digital video to enhance self-directed learning (Umar,
2012).
Instructional
video is of great effect in education. They have the capacity to stir emotions,
stimulate viewers, and alter attitudes. Illustrations, sounds, and words have
the power to seize attention, to simplify concepts, to help to overcome
physical difficulties and
restrictions
of space, size and time. Moreover, use of Instructional video in teaching and
learning can accommodate for the students’ preferences. Use of a combination of
modern educational technology, such as a computer, video, and hypertext with
its feature of combining text, graphic art, sound, and. animation, as teaching
tools in many educational institutions, marked a new era. The high level of
interaction which computer-based teaching provides is the key to its value.
The benefits
of instructional video as an important tool in teaching and learning of wide
range of topics in social studies could enable students understand and learn
the subject better.
Instructors
and even students rely or use educative videos to learn, compare and understand
concepts.Videotape recorders can be used in a number of different ways to
enhance teaching and learning in both large groups and small groups. A
carefully arranged video can be a good starting point for initiating student
discussion of important issues in medical practice. In our profession, it is
also being observed that using video presentations explains and demonstrates
ideas and concept regarding our topics easier, hence beneficial on our part
(Harrison, 2003).
Video images
can also be made available via a website for students to view in their private
study time. Example includes illustrating clinical conditions, showing clinical
skills, and stimulating student discussion. When illustrating clinical
conditions, it is important that students become familiar with the principle
signs and symptoms of common clinical conditions. Movement disorders are more
easily seen than described. As for showing clinical skills, the correct
procedure for basic clinical skills can be presented on video before the students
attempt these procedures for themselves, thus, aiding in retaining the skills
before performing (Harrison, 2003).
Combination
of video and text makes sense, as it was believed that video is effective for
more than simply showing dynamic processes. Video itself is a tool for learning
that when properly applied obtains extensive benefits. It’s also a medium for
collaboration, and a language unto itself that is of universal appeal (Kareem,
2003).
The American
Public Broadcasting System’s (PBS) annual teacher survey on media and
technology, the percentages of teachers finding value in multimedia and video
content has increased each year since 2007. Result for 2010 shows that 68
percent believe that video content stimulates discussions. 66 percent believe
video increases student motivation. 61 percent believe video is preferred by
students. 42 percent believe video directly increases student achievement
(Greenberg, 2012). Generally, it implies that video usage increases and
enhances students’ learning.
Hsin and
Cigas (2013) used short videos to enhance student satisfaction and motivation
for an online introductory course in computer science/mathematics. They
achieved a significantly higher percentage of involved students and their
average grades increased. Another method to engage and to motivate students is
showing entertainment videos (Steffes & Duverger, 2012). As Steffes and
Duverger reported, showing supplementary videos within an entertainment context
at the beginning of the class can be used to increase the positive mood of the
students. Both previous studies, Bravo et al. (2011) and Steffes and Duverger
(2012), emphasize the importance of the proper design of supplementary video
content and the methodology of displaying video to students.
The effects
of using supplementary videos are increasing student activity. An important
issue is establishing a methodology of embedding video clips in multimedia
teaching material in order to improve the learning process (Kay, 2012). The
selection of appropriate video clips and methodology for their display within
the teaching materials represents an important issue for curriculum design,
leading to positive learning outcomes (McConville & Lane, 2006). Using
appropriate teaching media and methods to organize and present only relevant
information may also increase the efficiency of the self-learning process
(Ruiji, 2012).
The
effectiveness of using podcasts as teaching tools has been investigated to
identify how these educational videos could be used to help with exam revision
(Hill & Nelson, 2010). Hahn (2012) suggests that videos are effective when
used to enhance information literacy courses, using a student survey to measure
the effectiveness of video lectures. Hahn’s study showed that the majority of
the students found the videos useful in supporting the lectures they had
participated in. Students are also comfortable using written materials, since
these are often quicker and better designed, but the students who preferred
written materials also used the recorded video lectures.
Instructional
video is a kind of multimedia that can transmit verbal and non-verbal with the
combination of Audio and Visual materials. It develops continuity of thought
and offers a reality of experience that stimulates self-activities on the part
of the students (Nwoji, 2000). In instructional video, teacher produces an
instructional video package which is played on a video player connected to a
television monitor which is put on, for the learner to view. At interval he may
choose to stop playing and explain certain points or factors or probably wait
till the end of the lesson. Students have the opportunity to repeat the lesson
over and over again (Orisabiyi, 2007).
1.2
Statement of Problem
The pattern
of teaching and learning process today is expected to shift from the
traditional method to a more dynamic and flexible one, which is
learner-centred. Evidences abound that instructional video can be used to
effectively facilitate learning. Report on effective use of instructional video
in teaching social studies in junior secondary schools in Lagos state however
remains unknown. Noteworthy, the presence of instructional video alone will not
stimulate significant changes in learners without a teacher. Teachers are
important in the implementation of instructional video in education. Without
the teachers, students may not be able to effectively enjoy available
potentials inherent in instructional video on their own. Teachers need to
actively engage the use of instructional video in teaching and for teachers to
effectively do this; they need to have the requisite skill and competencies
needed in use of instructional video.
Apparently,
little attention has been given to the improvement of teaching and learning of
social studies in recent decades. The available evidence from the last few
years shows that passive learning based on traditional methods of “chalk and
talk” seems to be the most widely used teaching method. The persistent use of
this method makes students passive rather than active learners. As a result of
advancement and development of modern technology varieties instructional
materials can be used to make learning more vivid and effective. This means
that students can perform better wherever they are taught with these
instructional materials particularly instructional video aids as their
comprehension and demonstration are expected to enhance tremendously in
teaching-learning process. Unfortunately, most of the social studies teachers
neglect the use of instructional video in teaching the subject. Probably, due
to class size, population, non-availability of the materials or lack of
techniques for using them and Poor teaching methods adopted by teachers at
junior secondary school level in Nigeria have been identified as one of the
major factors contributing to poor performance of students in social studies.
Consequently, growing concerns have been raised over a number of years about
the impact of teaching methods on student achievement, and there are criticisms
of a lack of knowledge and skills among the junior secondary school and their
inability either to apply school knowledge to real life situations. This study,
therefore, intended to examine the Impact of Instructional Video on Student
Achievement in Junior Secondary Schools of Lagos State.
1.3 Purpose
of the Study
The main
purpose of this study is to examine the impact of Instructional Video on
Students Achievement in Junior Secondary School. Specifically, the study aimed
to:
1. Effect of
instructional video and traditional instructional method on students’ mean
achievement scores in social studies.
2. Effect of
gender on students’ means achievement scores in social studies when taught
using instructional video.
1.4 Research
Questions
Based on the
problems stated above, the following research questions were raised:
1. What are
the mean achievement scores of students taught social studies using
instructional video and those taught using traditional instructional method?
2. What are
the performance of students taught with the use of instructional video
instructional and those taught without instructional video instructional
3. What is
the effect of gender on students’ mean achievement scores in social studies
when taught using instructional video?
1.5 Research
Hypotheses
The
following research hypotheses were formulated to guide this study:
H01: There
is no significant different in the mean achievement score of students taught
social studies using instructional video instructional video and those taught
using traditional instructional method.
H02: There
is no significant difference between the performance of students taught with
the use of instructional video instructional and those taught without
instructional video instructional.
H03: There
is no significant between the mean achievement scores of the female and male
students taught social studies using instructional video.
1.6
Significance of the Study
The study
will invariably be of tremendous importance to students, teachers and
researchers in social studies accordingly. The work will enable students to
read and understand instructional videos that facilitate teaching learning
process, particularly video show. The Study will serve as reference to teachers
who wish to find out the impact of instructional videos on students’ academic
achievement particularly in junior secondary schools. It will also highlight
the appropriate materials of teaching social studies which will bring about
students’ interest and active participation in the subject. The work will
enable the teachers to understand that the success of any teaching-learning
activities is determined by how much the students are able to learn or gain from
teaching. This can be achieved through the use appropriate audio-visual aids.
The study
will serve as a reference to researchers who wish to embark on further research
on impact of instructional videos on students‟ academic achievement. The work
will also enable researcher to understand the impact of comprehension,
demonstration and co-operation in the use of instructional video in
teaching-learning process.
1.7 Scope of
Study
This study
on the impact of instructional video on students’ achievement in junior
secondary schools. The study will cover two selected secondary schools in
Education district 1, Lagos State. However, the findings would not be limited,
but should be generalized to what obtained in most of the junior secondary
schools in the state.
1.8
Definition of Terms
Instructional
video: A video or motion pictures prepare to teach culture and social value.
Student
Achievement: Is the outcome of education, the extent to which a student has
achieved his/her educational goals
HOW TO GET THE FULL PROJECT
WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT
MATERIAL(S)
After paying the appropriate
amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1)
Your project topics
(2)
Email Address
(3)
Payment Name
(4)
Teller Number
We
will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 0046579864
Bank:
GTBank.
OR
Account
Name: AMUTAH DANIEL CHUKWUDI
Account
Number: 2023350498
Bank:
UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment