EFFECTS OF VIDEO TAPED INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE
CHAPTER ONE
INTRODUCTION
1.1 THE STUDY’S BACKGROUND
Learning is an activity that begins at birth and is expected to last a lifetime. In classrooms and training centers, effective learning occurs in a well-organized manner. Facilities and personnel are employed to provide a classroom-based education that aims to prepare all students to work and participate in the society in which they live.
Video as a medium in education is a product of educational technology. They’re known as instructional videos. They are designed to be used in classrooms and other educational settings.
They are typically assessed for language use, conflict, and length, and many are packaged as multimedia resources that include student workbooks, teacher guides, video transcripts, and audio tapes. According to Agommuoh and Nzewi (2003), video-taped instruction has the advantages of providing a semi-permanent, complete, and audio-visual record of the event.
Erickson (1995), Barford and Weston (1997), Chambers (1997), and Osokoya (2007) all emphasize the advantages of video tape instructional strategies over traditional methods at the secondary and college levels.
In Nigeria, empirical studies involving video-taped instructional strategies have been limited to primary school teaching and learning. Salawu (1999), Aiyelagbe (1998), Ajeyi-Dopemu (1985), Aremu (1992), and Ibode (2004) The purpose of this study is to determine the impact of a video-tape instructional strategy on secondary school students’ academic performance.
According to the literature, video-taped instruction has significantly improved the performance of students with special needs and slow learning abilities (Okwo, 1994, Mitchell, 1994, Aremu, 1992). If this is possible, it should produce better results in students with normal learning abilities, who are the study’s target population.
Educational technologists believe that video-taped instruction has a high potential in the teaching and learning environment to improve students’ academic performance (Kozima 1991, Abimbade 1997, Abubakar 2001). According to Curzon (1991), video-taped instruction, like other audio-visual aids, can multiply and broaden the channels of communication between the teacher and the students, thereby improving students’ academic performance.
1.2 THE PROBLEM’S STATEMENT
When working with students in the traditional classroom, teachers use a variety of strategies. For example, the instructor can determine who is bored, tired, disinterested, confused, or thinking through an idea by watching facial expressions and body language (Willis, 1993.) The effective teacher constantly monitors these cues and adjusts or saves the information for future use.
According to Agommuoh and Nzewi (2003), videotaped instruction has the advantages of providing a semi-permanent, complete, and audiovisual record of events. They also claimed that it is a method that has the potential to increase the likelihood that students will learn more, retain more, and thus perform better.
According to Adams (1990), videotaped instruction is one of the most influential teaching media due to its power of both sight and sound. Erickson (1965) asserts in his own contribution that videotaped instruction reduces abstractions as well as boredom among students in the classroom.
Similarly, Barford and Weston (1997) stated that the benefits of color, sound, and motion associated with a videotaped package will be of interest to the study’s target students.
This viewpoint is consistent with Chambers (1997), who claims that fun and entertainment are natural ways for students to learn, and that videotaped instructional strategies can provide this. This study, on the other hand, is looking into the effects of a video-taped instructional strategy on the academic performance of secondary school students.
1.3 THE STUDY’S OBJECTIVES
The following are the study’s objectives:
1. To investigate the effects of a video-taped instructional strategy on secondary school students’ academic performance.
2. To investigate the advantages of a video-taped instructional strategy.
3. Determine the factors that limit the use of video-taped instructional strategies.
1.4 QUESTIONS FOR RESEARCH
1. What are the effects of a video-taped instructional strategy on secondary school students’ academic performance?
2. What are the advantages of using a video-taped instructional strategy?
3. What factors are limiting the use of videotaped instructional strategies?
HYPOTHESIS 1.5
HO: There is no significant relationship between video-taped instructional strategy and secondary school students’ academic performance.
HA: There is a significant relationship between video-taped instructional strategy and secondary school students’ academic performance.
1.6 THE STUDY’S SIGNIFICANCE
The following are the study’s implications:
1. The findings of this study will educate stakeholders in the education sector about the benefits of video-taped instructional strategies and their impact on secondary school students’ academic performance.
2. This study will contribute to the body of literature on the effect of personality traits on student academic performance, forming the empirical literature for future research in the field.
1.7 STUDY SCOPE AND LIMITATIONS
This Research Project will look at the effects of video-taped instructional strategies on secondary school students’ academic performance in Edo State, Nigeria.
Financial constraint- Inadequate funding tends to impede the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection process (internet, questionnaire and interview).
Time constraint- The researcher will conduct this study alongside other academic work. As a result, the amount of time spent on research will be reduced.
REFERENCES
A. Abimbade, Principles and Practice of Educational Technology, 1997. International Publishers Ltd., Ibadan
M.M. Abubakar (2001). Information Technology’s Impact on Biological Science Journal of Science Education, vol. 5, no. 1, pp. 16-20: B. Akinpelu (1993). The relative effectiveness of instructional videotapes and field tripe in the teaching and learning of Nigeria’s second language. (1), pp. 19-25, Ghana Educational Media and Technology Association Journal.
D. Adams (1990). Linking Video Segments to Collaborative Learning Activities. International Journal of Educational Media 1 (27) 158-163.
P.C. Agommuoh and U.M. Nzewi (2003). Effects of videotaped instruction on secondary school students’ physics achievement. Science Teachers Association of Nigeria Journal, 88-93
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EFFECTS OF VIDEO TAPED INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE