THE EFFECTS OF INSTRUCTIONAL TELEVISION ON SENIOR SECONDARY SCHOOL STUDENTS PERFORMANCE
ABSTRACT
The purpose of this study was to look into the effects of instructional television on the performance of Lagos State Senior Secondary School students in biology education. This study’s design incorporated both true experimental and pre-test-post-test designs.
Pre-recorded Instructional Television (Experimental Group 1), Webcasted Instructional Television (Experimental Group 2), and Traditional Instructional Television (Experimental Group 3) were used as treatment levels ( Control Group). Each group was made up of 30 students who were chosen at random.
While carrying out the research design, simple random sampling was used as a sampling technique to ensure that each student in the population had an equal chance of being chosen as a subject. Three hypotheses were proposed to guide the research. With a reliability coefficient of 0.75, a biology performance test was developed and validated.
The instructional tool ECOLOGICS (an instructional television series) was also created for the treatment of the experimental groups. Prior to the students being exposed to the ecological lessons used in this study, the assessment tool
BIOPET was administered as a pre-test to all three groups of students to determine their entry behavior. Following that, students in the experimental groups received biology instruction using the instructional tool ECOLOGICS, whereas students in the control group received biology instruction using the traditional method. This went on for two weeks.
Following treatment, the three groups were subjected to BIOPET, which was rearranged as a post-treatment test. Analysis of Covariance was used to examine the scores of students in the three groups (ANCOVA). The analysis was carried out by testing for the levels of significant differences between the variables in accordance with the three research hypotheses on which the experimental work was based.
The study found that when students were taught using (a) webcasted instructional television and (b) pre-recorded instructional television, their academic performance in biology improved significantly more than when they were taught using traditional instruction.
It was also established that, regardless of delivery mode, Instructional Television generally engages learners in active learning by delivering lessons and abstract concepts to learners through multiple sensorial channels. As a result, it was recommended that Instructional Television be used for teaching in order to facilitate the learning of Biology concepts.
THE FIRST CHAPTER
1.1 The Study’s Historical Context
Biology is essential for professionals in fields such as medicine, pharmacy, agriculture, biotechnology, nursing, and genetics, among others. As a result, it is a required subject in the senior secondary school curriculum. It aims to help the child acquire societal development by studying living things (plants, animals, and microbes) in their environment (Ajewole, 1998). Obviously, students who wish to pursue any of the professions listed above cannot do so without it.
Ecology, a branch of biology taught in schools, studies the interactions between plants, animals, and their non-living surroundings (Reynolds, 1994). The inclusion of ecology in the Nigerian Secondary School Biology Curriculum is justifiable because it provides both students and teachers with a broad understanding of the basic environmental principles that govern ecological relationships.
Furthermore, it instills appropriate environmental attitudes in them, which will strengthen their commitment to or motivate them to use inherent or acquired skills to provide solutions to environmental problems, either individually or collaboratively.
Despite the importance and popularity of biology among Nigerian students, senior secondary school performance has been poor (Ahmed, 2008). The desire to understand the causes of students’ poor biology performance has been the focus of studies (Yusuf & Afolabi, 2010).
Poor student performance has been linked to a variety of factors, including poor science teacher quality, overcrowded classrooms, and a lack of adequate and appropriate science equipment (Abdullahi, 1982; Bajah 2003; Ogunniyi, 1979). Furthermore, poor student performance in biology is caused by too large and heterogeneous classes in terms of ability level, ill-equipped laboratories, and an overloaded syllabus (Ajayi, 1998; Ahmed 2008).
According to Osasioma (1994), the teaching and learning of ecology in Nigerian secondary schools has been fraught with difficulties because both teachers and students find it difficult to teach and learn. This is due to the fact that it involves relationships between concepts with widely varying degrees of concreteness and abstractness (Waheed & Lucas, 1992; Olagunju, 2001)
Effective science teaching and learning, particularly biology, necessitates the use of instructional materials to make topics clearer and more lasting by making abstract concepts for students more concrete. Non-use of classroom resources has also been identified as a factor in students’ poor performance in science subjects (Nwosu, 1998).
According to Nwosu (2000) and Bassey (2002), there are few learning resources (instruction materials) for science teaching in Nigerian public secondary schools, and the majority of them are in poor condition. Kara (2008) observed that the use of visual instructional materials in the instruction of abstract concepts such as being included in science lessons, understanding of the subject by students, and improving positive attitude toward the course is extremely important.
Electronic devices, such as computers and televisions, are now integrated into classroom instruction and used as both materials and methods of instruction, as well as instructional media in both developed and developing countries.
These audio-visual instructional materials are used to reinforce learning because they are supported by a variety of sound, image, and animation, making learning more listening, interesting, and effective. Demirel (2004) discovered that reading accounts for 10% of learning, hearing for 20%, seeing for 30%, both seeing and hearing for 50%, telling for 70%, and doing and telling for 90%.
For these reasons, Kara (2008) observed that visual materials accompanied by audio and animations are more effective in terms of student learning, perception, and synthesis. The researcher concluded that scientific lessons should be developed and supported by visual and audio instructional media to capture students’ attention and thus ensure that learning lasts longer, to reflect the nature of science, and to accelerate learning. Instructional television is one example of such instructional media (ITV).
In a developing country like Nigeria, where education is regarded as the most important instrument of change, the role of instructional television (ITV) is critical. There are some evidences on television’s instructional value as well as the effectiveness of its application in reforming the educational sector in some developed and developing countries.
Hawkridge and Robinson (1982), for example, were adamant that educational television had succeeded in introducing new methods and attitudes, as well as in providing more equal educational opportunities. When measured by student achievement on tests,
the difference in standard between the best and poorest television schools is small, and some of the rural schools are now among the best.
The Chinese government also used ITV while implementing the Distance Education Project for Rural Schools (DEPRS) between 2003 and 2007 to improve the quality of basic education in China’s rural areas, particularly in the poorer Western provinces.
“The project has had a visible impact on raising the quality of rural education by enriching learning resources and alleviating teacher shortages,” McQuaide (2009) said of ITV’s effectiveness in implementing the DEPRS in China. Village children can now take courses that were previously unavailable.
Approximately 83 percent of rural school teachers in the western provinces have completed teacher education programs. Students’ interest in learning has increased, and their intellectual horizon has broadened as a result of the variety of learning resources delivered to them via the three delivery models.”
Clearly, the educational revolution is critical to the development of the Nigerian economy. However, Instructional Television is a platform that any country that wishes to use education as a tool to revolutionize its economy must stand on.
This is due to the fact that ITV can be used to improve the quality of existing services in the formal educational system while also being used to equalize educational opportunities among citizens.
1.2 Statement of the Problem
Biology students’ poor performance has been attributed to poor science teacher quality, overcrowded classrooms, a lack of adequate and suitable science equipment (Abdullahi, 1982; Bajah 2003; Ogunniyi, 1979), and ill-equipped laboratories (Ajayi, 1998; Ahmed 2008).
These issues have jeopardized Nigeria’s educational standards. Some countries have overcome these obstacles by incorporating ITV into classroom instruction. According to Sofowora (2007), “Niger was reputed as early as the 1970s to have one of the most realistically planned ITV services” to meet the nation’s educational needs.
According to Nigeria’s national policy on education (2004), “education is the most powerful instrument of change; any fundamental change in any society’s intellectual and social outlook must be preceded by an educational revolution.”
Educational broadcasting on radio and television shall be a component of the educational support services system.” This implies that the Nigerian government recognizes the importance of incorporating television into classroom instruction.
However, there is a need to investigate the effectiveness of ITV when used to teach science, particularly biology, in Nigerian secondary schools; additionally, there are various modes of ITV delivery and it is necessary to determine the most appropriate one or combination to use.
This study was carried out with this context in mind. Thus, the purpose of this study was to look into the effects of Instructional Television (ITV) on the biology performance of senior secondary school students. It specifically looked at the following:
The differences in student performance when biology was taught using (a) pre-recorded instructional television (PITV) and (b) traditional instruction (TI).
The differences in student performance when they were taught biology via: (a) Webcasted Instructional Television and (WITV) (b) Traditional Instruction (TI).
The differences in student performance when taught biology via: (a) Webcasted Instructional Television and (WITV) (b) Pre-recorded Instructional Television (PITV)
1.3 Questions for Further Research
What are the differences in performance between students who are taught biology using Pre-recorded Instructional Television (PITV) and Traditional Instruction? (TI).
What are the differences in performance between students who are taught biology via Webcasted Instructional Television (WITV) and Traditional Instruction? (TI).
What are the differences in performance between students who are taught biology via Webcasted Instructional Television (WITV) and Pre-recorded Instructional Television (PRITV)? (PITV)
1.4 Hypotheses for Research
During the course of this study, the following hypotheses were tested:
Ho1: There is no statistically significant difference in the performance of students who are taught biology using (a) pre-recorded instructional television (PITV) and (b) traditional instruction (TI).
Ho 2: There is no statistically significant difference in the performance of students who are taught biology via (a) webcast instructional television (WITV) and (b) traditional instruction (TI).
Ho3: There is no significant difference in the performance of students who are taught biology via (a) webcast instructional television (WITV) and (b) pre-recorded instructional television (PRIT) (PITV)
1.5 Importance of the Research
This research will be important for the following reasons:
1. Government and non-government educational organizations in their pursuit of a solution to the ravaging mass failure of students in science subjects, particularly biology in secondary schools.
2. Curriculum Planners interested in learning about the effects of different instructional television delivery methods on student performance.
3. Private Institutions that want to create Instructional Television programs for science learning as a way to address the shortage of skilled, professionally qualified science teachers, among other things.
1.6 The Study’s Limitations
This study had some limitations due to a lack of funds and a time constraint. First, the study was designed to focus on senior secondary biology learning by students from two private schools and one public secondary school in Lagos State. Furthermore, among the vast majority of other students in other schools throughout the state,
the senior secondary school two (SS2) students are among the few who have been exposed to biology instruction. Furthermore, the study did not investigate other types of Instructional Television than Direct Teaching for delivering lesson
content because this type of ITV can be used in schools with limited science equipment and trained science teachers. Furthermore, due to the time constraints, the content was limited to two topics from the entire Senior Secondary School Biology curriculum.
THE EFFECTS OF INSTRUCTIONAL TELEVISION ON SENIOR SECONDARY SCHOOL STUDENTS PERFORMANCE
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