Please enter verification code
Confirm
Effect of Video-Taped Instruction on Senior Secondary Students’ Performance in Physics Practical in Port-Harcourt Metropolis, Nigeria
Science Journal of Education
Volume 4, Issue 6, December 2016, Pages: 169-174
Received: Aug. 23, 2016; Accepted: Oct. 1, 2016; Published: Nov. 3, 2016
Views 4375      Downloads 167
Authors
Shedrack Tamunoiyowuna, Department of Physics, Faculty of Natural and Applied Sciences, Ignatius Ajuru University of Education Rumuolumeni, Port-Harcourt, Nigeria
Robert James J., Department of Physics, Faculty of Natural and Applied Sciences, Ignatius Ajuru University of Education Rumuolumeni, Port-Harcourt, Nigeria
Article Tools
Follow on us
Abstract
This study investigated the effect of video-taped instruction on Senior Secondary Students’ performance in practical physics. The design for the study is quasi-experimental, of the type, pretest-posttest control group design. The population of the study comprised of all SS3 physics students in Port Harcourt Local Government Area of Rivers State. One hundred and three (103) students in 2 co-educational schools made up the sample size. Two groups namely, the experimental group and control group were used for the study. The experimental group was taught practical physics using video-taped instruction (VTI) while the control group was taught practical physics using the conventional (real handling of apparatus) teaching method (CM). A research question and one hypothesis were formulated to guide the study. The instrument used for the study was Physics Practical Skills Rating Scale (PPSRS). The data generated were analyzed using mean and standard deviation to answer the research question, while t-test was used to test the hypothesis at 0.05 level of significance. The calculated t-value (2.48) was significant at 0.05 level of significance. The null hypothesis Ho was rejected as a result of significant difference between the performance of students taught practical physics using Video-Taped Instruction (VTI) and those taught using conventional method (CM), indicating that students taught with videotaped instruction performed better than those taught with the conventional method.
Keywords
Effect, Video-Taped Instruction, Students’ Performance
To cite this article
Shedrack Tamunoiyowuna, Robert James J., Effect of Video-Taped Instruction on Senior Secondary Students’ Performance in Physics Practical in Port-Harcourt Metropolis, Nigeria, Science Journal of Education. Vol. 4, No. 6, 2016, pp. 169-174. doi: 10.11648/j.sjedu.20160406.11
Copyright
Copyright © 2016 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
References
[1]
Ivowi, U. M. O. (2003). Achievement level in understanding science concepts in secondary schools. Journal of Research in Curriculum, 1 (2&3), 241-525.
[2]
Federal Ministry of Education (1985). National curriculum for senior secondary schools, volume 3, Science Lagos: Federal Ministry of Education.
[3]
Federal Republic of Nigeria (2007). National Policy on Education. Lagos: NERDC press.
[4]
Ekhagurere (2003). Philosophy of Science in Relation to Curricular and Pedagogical Issues. Doctoral Dissertation, Institute of Education, University Press London
[5]
West African Examinations Council (WAEC, 2013). Chief examiner’s report. May/June West Africa Senior School Certificate Examination (WASSCE).
[6]
Olorukoba, S. B. (2007). Science, Technology and Mathematics (STM) Education for all Students: Promoting Effective Teaching of STM Subjects in our Schools Through Teacher Preparation. STAN 50th Annual Conference proceedings 13-16.
[7]
Adebayo, N. (2011). The need for developing thinking skills in learners. The Punch Newspaper. Friday, 23rd September, 2011. p.16.
[8]
Omole, M. (2011).The relevant of science, technology, engineering and mathematics (STEM) Fair in Learning. The Punch Newspaper, Friday, 23rd September, 2011. p.16.
[9]
Bada, T. A. (2006). The effect of videotaped instructional package on students’ performance in textile design in selected secondary schools in Osun State Nigeria. The Journal of Arts and Ideas, 10 (5), 50-59.
[10]
Abimbade, A. (2001). Principles and practice of educational technology. Ibadan: International Publishers Ltd.
[11]
Abubakar, M. M. (2001). The impact of information technology on the biological science. Journal of Science Education, 5 (1&2), 16-20.
[12]
Kozima, R. (2005). Learning with Media. Review of Educational Research, 61(2), 179-211.
[13]
Curzon, L. B. (1990). Teaching in Further Education. London: Cassell Educational Ltd.
[14]
Agommuoh, P. C. & Nzewi, U. M. (2003). Effects of video-taped instruction on Secondary School Students’ Achievement in Physics. Journal of Science Teachers Association of Nigeria, 16 (15), 88-93.
[15]
Adams, D. (2011). Connecting video segments to collaborative learning activities.
[16]
Barford, J. & Western, C. (1997). The use of video as a teaching resource in a new university. British Journal of Educational Technology, 28 (1), 18-25. Educational Media International, 1 (27), 158-163.
[17]
Chambers, P. (2008). Using interactive video with special education needs. British Journal of Educational Technology, 28 (1), 31-39.
[18]
Lasisi, A. R. & Daniel, J. A. (2009). Effects of video-taped instructional package on students’ level of practical skills acquisition in physics. Journal of Science Teachers Association of Nigeria, 38(1), 311-315.
[19]
Mitchell, N. L. & Surprise, S. J. (2007). Effective use of video in interactive modules. Proceedings on World Conference on Educational Multi-Media an Hypermedia. Vancower, Canada. 25-30.
[20]
Ajayi, A. O. & Dudan, T. A. (2000). Instructional Technology: It’s Nature and Use. Lagos: Macmillan Publishers Plc.
[21]
Fowoyo, J. T. (2006). Teachers’ perception of video and television as visible instructional material in Kontagora municipal primary schools. Journal of Vocational Education of Kontagora (JOVEK), 5(2), 189-196.
[22]
Winchie, O., Lendha, T. & Stone, T. D. (2002). Instructional media and the New Technologies of Instruction. New York: John Wiley and Sons
[23]
Rubin, A. (2013). Communications of the Association for Computing Machinery, 36(5), 64.
[24]
Tech 4 learning (2006). Teaching with digital camera. Retrieved January 19, 2013, from http://www.infed.org/thinkers/bruner.htm
[25]
Zollman, D. A. & Fuller, R. G. (1994). Teaching and learning physics with interactive video. Physics Today, 47 (4), 41–47 http://www.infed.org/thinkers/bruner.htm
[26]
Israel, O. S. (2007). Effects of video-taped instruction on secondary school students achievement in history. International Journal of African American Studies, 6 (1), 26-34.
[27]
Karimi. M. H., Derakhashan, A., Valai N., & Mortazavi, F. (2003). The effectiveness of video-based education on gaining practical learning skills in comparison with demonstrating method’s effectiveness among universities’ students. Journal of Medical Education. 4 (1), 27-30.
[28]
Michael, T. (2013). Using video to improve teaching-and support teachers. World Bank Group.
[29]
National Centre for Education Statistics, Research and Development Report (1999). The TIMSS video classroom study: Method project on eighth-grade mathematics instruction in Germany, Japan, and the United States.
[30]
Zane Education. (2016). The benefits of using educational video in the classroom. Retrieved September 28th, 2016, from www.zaneeducation.com/videosubstitutes-captions/themissingpiece.php.
[31]
The University of Queensland. (2016). Pedagogical Benefits. Institute for teaching and learning innovation. Retrieved September 27th, 2016 from www.uq.edu/teach-learn/ped-benefits.html.
[32]
Lewis, C. (2002). Lesson study: A handbook of teacher-lead instructional change. Philadelphia: Research for better schools, Inc. 2002
[33]
EDC’s Center for Children and Technology. (2004). The impact of video on students learning in formal education. A Resource provided by the education department of the corporation for public broadcasting for the benefits of public broadcasters and educators throughout the United States. Retrieved September 27th, 2016 from.
ADDRESS
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
U.S.A.
Tel: (001)347-983-5186