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IMPACT OF INSTRUCTIONAL VIDEO ON STUDENTS ACHIEVEMENT IN JUNIOR SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Learning is an activity that starts at birth and can be expected to continue for a lifetime. Both within and outside classrooms and training centres, learning takes place in well organized ways. Facilities and personnel are employed to provide an education designed for classroom learning, which aim to prepare all the students to work and participate in the society which they live in. Video is a medium of transmitting information in the form of sound and image to be displayed on the screen of television tube.

Gambari & Gana, (2008) stated that Video Based Instructional (VBI) package is that aspect of multimedia that the student will be solely participating in the learning. Video package can be defined as an instructional media which gives the learner the privilege to participate, control and, study at a close pace until the learning is achieved. It also makes the teaching of difficult part of most topics easier for the teacher. Instructional video based package, when used as a teaching material in the sciences makes the practical side to be easy since students are conversant with topic to be practicalized as they participate and control the videos they watch. It can also be used to bring home the practical topics of biological science on the close observational aspect, making the teaching and learning of Biology to be more of student-centered. The VBI based package can enhance effective teaching and learning process as it helps to improve the teacher (instructor) and the student (learner) in the area of visual and listening. Interactive instructional package is an electronic based technology generally used as teaching material and it comprises of video being manipulated or controlled by the learner at his/her pace for effective learning. Therefore, it is an instruction that includes drill and practice, tutorials, simulations, instructional management and exercises which leads the students to high level of achievement.

Erickson (1995), Barford and Weston (1997), Chambers (1997) and Osokoya (2007), highlight both at school and college level the advantages of video tape instructional strategy over the traditional method. Empirical studies in Nigeria involving videotaped instructional strategy have been limited to the teaching and learning in primary school. (Salawu 1999, Aiyelagbe, 1998, Ajeyi-Dopemu 1985, Aremu 1992, Ibode, 2004). This study attempt to determine the effect of videotape instructional strategy on the academic performance of secondary school students.

Literature has also established that videotaped instruction has greatly improved the performance of students with special needs and slow learning abilities (Okwo, 1994, Mitchell, 1994, Aremu, 1992). If this is possible then it should produce better results in students with normal learning abilities which are the target of this study.

Educational technologists are of the view that videotaped instruction strategy has high potential in the teaching and learning situation to enhance academic performance of students (Kozima 1991, Abimbade 1997, Abubakar 2001). Curzon (1991) affirmed that videotaped instruction like some other audiovisual aids can multiply and widen the channels of communication between the teacher and the students thereby improving students academic performance.

1.2 STATEMENT OF THE PROBLEM

Classroom teachers employ a number of strategies when working with students in the traditional classroom, for example the instructor, watching facial expressions and body language, can determine who is bored, tired, disinterested, confused or thinking through an idea (Willis, 1993.) The effective teacher constantly monitors these cues and makes adjustments or stores the information for later use. Agommuoh and Nzewi (2003) reported that videotaped instruction has the qualities of providing a semi-permanent, complete and audiovisual record of events. They also claimed that it is a method that has the potentials of increasing the probability that students will learn more, retain better and thus improve performance. Adams (1990) is of the opinion that videotaped instruction is one of the most influential of all the media for teaching as a result of its power of both sight and sound. In his own contribution, Erickson (1965) asserts that videotaped instruction reduces abstractions as well as boredom among students in the classroom. In the same vein, Barford and Weston (1997) reiterated that the benefits of colour, sound and motion attached to videotaped package will be of interest to students who are the target of the study. This view is in agreement with Chambers (1997) when he asserts that fun and entertainment are natural ways through which students learn and this could be provided by videotaped instructional strategies. However, this study is examining the effects of videotaped instructional strategies. However, this study is examining the effects of videotaped instructional strategy on the academic performance of secondary school students.

1.3 OBJECTIVES OF THE STUDY

The main objective is to examine the impact of instructional video on students achievement in junior secondary schools.

The study was guided by the following research objectives:

i. To explore the views of teachers and students on the extent to which instructional facilities affect student performance.

ii. To examine the challenges that teachers in community secondary schools face in accessing instructional materials.

iii. Assess the strategies that teachers use to minimize the challenges of attaining and using quality instructional materials.

1.4 RESEARCH QUESTIONS:

i. What are the views of teachers and students on the extent to which instructional materials affect students’ performance?

ii. What are the challenges that teachers in junior secondary schools face in accessing instructional materials?

iii. What are the strategies that teachers use to minimize the challenges of attaining and using quality instructional materials?

1.5 RESEARCH HYPOTHESES

H1: There is no significant effect between videotaped instructional strategy and academic performance of junior secondary school students.

H2: There is significant challenges of videotaped instructional strategy and academic performance of junior secondary school students.

H3: There are no significant strategies used to minimize the challenges of using quality instructional materials.

1.6 SIGNIFICANCE OF THE STUDY

The following are the significance of this study:

1.  The findings from this study will educate stakeholders in the education sector on the benefits of videotaped instructional strategies and its effect on the academic performance of secondary school students.

2. This research will be a contribution to the body of literature in the area of the effect of personality trait on student's academic performance, thereby constituting the empirical literature for future research in the subject area.

1.7 SCOPE OF THE STUDY

The scope of the study focuses on assessing the impact of instructional videos on students' academic achievement in junior secondary schools. This includes examining the effectiveness of instructional videos in enhancing students' understanding, retention, and application of subject matter. The study will consider various subjects within the junior secondary school curriculum and explore how instructional videos can complement traditional teaching methods. Additionally, it will investigate the preferences and perceptions of both students and teachers regarding the use of instructional videos in the classroom.

1.8 LIMITATIONS OF THE STUDY

The study may be limited by sample size restrictions, which could limit generalizability. Additionally, the duration and quality of instructional videos used may vary, affecting consistency and comparability. External factors such as student engagement levels or prior knowledge could also influence outcomes. Moreover, the study may not account for individual learning preferences or diverse teaching styles. Lastly, logistical challenges in implementing instructional videos within the school curriculum, such as access to technology or teacher training, could impact results but may not be fully explored.

1.9 DEFINITION OF TERMS

1. Instructional Video: A multimedia resource designed to deliver educational content through visual and auditory means, typically in a digital format. It aims to facilitate learning by presenting information in a dynamic and engaging manner.

2. Students' Achievement: The level of success or proficiency demonstrated by students in mastering academic content, skills, or objectives. Achievement can be assessed through various measures such as tests, exams, projects, and observations.

3. Impact: The effect or influence of instructional videos on students' learning outcomes, including their academic performance, understanding of concepts, engagement in learning activities, and retention of information.

4. Junior Secondary School: Refers to the educational stage typically covering grades 7 to 9 or equivalent, depending on the educational system of the country. It is a transitional period between primary and senior secondary education, focusing on preparing students for higher levels of learning.

5. Effectiveness: The degree to which instructional videos contribute to achieving desired educational goals and objectives in junior secondary school settings. Effectiveness can be measured by assessing changes in students' knowledge, skills, attitudes, and behaviors as a result of using instructional videos.

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