Effects of Video Taped Instructional Strategy on the Academic Performance of Secondary School Students
Chapter One
OBJECTIVES OF THE STUDY
The following are the objectives of this study:
- To examine the effects of video-taped instructional strategy on the academic performance of secondary school students.
- To examine the benefits of video-taped instructional strategy.
- To identify the factors limiting the use of video-taped instructional strategy.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Using audio-visual materials in the classroom is nothing new. Since filmstrips were first studied during World War II as a training tool for soldiers (Hovland, Lumsdaine& Sheffield, 1949), educators have recognized the power of audio-visual materials to capture the attention of learners, increase their motivation and enhance their learning experience. Both the content and the technology have developed considerably since that time, increasing the availability and the value of A/V materials in classrooms. Content has developed from instructional television (ITV) of the 1950s and 1960s, which allowed replay of taped lectures, through educational television (ETV), intended to complement classroom instruction rather than compete with it (Corporation for Public Broadcasting, 2004) to educational standards-based videos designed specifically as supplemental classroom tools. Delivery technologies have also advanced, from filmstrips to cable television, to the versatility of VCRs, DVDs and laserdiscs. Finally, with the advent of digital technology, the field is evolving to newer and ever-greater potentials of adaptability in delivery. The use of educational video and television in classrooms has risen steadily over the past 20 to 30 years, according to a series of studies conducted by the Corporation for Public Broadcasting. These surveys measured both patterns of use and teacher attitudes and expectations for outcomes. Not only is this technology widely used, according to the most recent study, but it is also highly valued as a means of teaching more effectively and creatively (CPB, 1997). Perhaps the most significant survey finding that supports the value of these multimedia tools is the direct relationship between frequency of use and perceived student achievement and motivation. Among frequent users (teachers who report using TV or video for two or more hours per week), two-thirds find that students learn more when TV or video is used, and close to 70% find that student motivation increases. More than half of frequent users also find that students use new vocabulary as a result of video use.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
This chapter describes methods and procedures used in conducting this research work. The description of the procedure is done under the following headings:
- Research design,
- Area of study
- Population of the study
- Sample and sampling procedure
- Instrumentation
- Procedure for data collection
- Procedure for data analysis
RESEARCH DESIGN
The surveys research method was used for this study. This was considered appropriate because survey design generally can be used to effectively investigate problems in realistic settings. The survey technique will also allow the researcher to examine several variables and use multi-variate statistics to analyze data.
AREA OF THE STUDY
The study was conducted in AkwaIbom State, Nigeria. Akwaibom is the most beautiful cities in Nigeria. The population of AkwaIbom State, according to the AkwaIbom State Government is 9.5 million, a number disputed by the Nigerian Government and judged unreliable by the National Population Commission of Nigeria. The study was carried out Champion Breweries plcUyoAkwaIbom State.
POPULATION OF THE STUDY
The population consists of the entire staff of Champion Secondary school UyoAkwaIbom State. With a staff strength of 100 employees (personnel dept, 2016).
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
This chapter is devoted to the presentation, analysis and interpretation of the data gathered in the course of this study. The data are based on the number of copies of the questionnaire completed and returned by the respondents. The data are presented in tables and the analysis is done using t-Test. The Pearson’s Product Moment Correlation co-efficient was used in the validation of hypotheses.
CHAPTER FIVE
SUMMARY, RECOMMENDATION AND CONCLUSION
The objective of this study were to
- To examine the effects of video-taped instructional strategy on the academic performance of secondary school students.
- To examine the benefits of video-taped instructional strategy.
- To identify the factors limiting the use of video-taped instructional strategy.
Findings from the study revealed the following
- Videotaped instructional strategy enhances academic performance of secondary school students
- Students concentrate more when taught with videotaped instructional materials.
- There is a significant relationship between videotaped instructional strategy and academic performance of secondary school students
- Videotaped instructional strategy is not commonly used in Nigeria.
- Videotaped instructional materials are too expensive to afford.
REFERENCE
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- Barnes, B., ed. (1997). The power of classroom TV: A marketing and advocacy document for the use of classroom television professionals. NETA Center for Instructional Communications. October 1997. Available: http://www.scetv.org/k12/classroom%20tv.htm
- Barron, L. (1989). Enhancing learning in at-risk students: Applications of video technology. ERIC Digest. Bloomington, IN: ERIC Clearinghouse on Reading and Communication Skills.
- Branigan, C. (2005). Technological, societal factors are driving the video trend. e-School News. Available: http://www.eschoolnews.com/news/PFshowstory.cfm?ArticleID=5598
- Brualdi, A.C. (1996). Multiple intelligences: Gardner’s theory. ERIC Digest. Bloomington, IN: ERIC Clearinghouse on Reading and Communication Skills.
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- Chambers, B., Cheung, A., Madden, N.A., Slavin, R.E. & Gifford, G. (2006). Achievement effects of embedded multimedia in a Success for All reading program. Journal of Educational Psychology 98(1), pp. 232-237.
