EFFECTS OF VIDEO
TAPED INSTRUCTIONAL STRATEGY ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL
STUDENTS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
Learning is an activity that starts at birth and
can be expected to continue for a lifetime in classrooms and training centres, effective
learning takes place in a well organized way. Facilities and personnel are
employed to provide and education designed for classroom learning, which aims
to prepare all the students to work and participate in the society which the
live.
Video as a media in education comes as the
invention of educational technology. They are termed as instructional video.
They are created for use in classrooms or in other educational settings. They
are usually evaluated for language use, conflict and length and many of them
are packaged as multimedia resources that include students’ workbooks,
teacher’s guides, video transcripts and audio tapes. Agommuoh and Nzewi. (2003)
reported that video-taped instruction has the qualities of providing a
semi-permanent, complete and audio’s visual record of event.
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 video-taped
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 video-tape
instructional strategy on the academic performance of secondary school students.
Literature has also established that video-taped 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
video-taped 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 video-taped
instruction like some other audio-visual 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 video-taped instructional
strategy on the academic performance of secondary school students.
1.3 OBJECTIVES OF THE STUDY
The
following are the objectives of this study:
1. To
examine the effects
of video-taped instructional strategy on the academic performance of secondary
school students.
2. To
examine the benefits of video-taped instructional strategy.
3. To
identify the factors limiting the use of video-taped instructional strategy.
1.4 RESEARCH QUESTIONS
1. What
are the effects
of video-taped instructional strategy on the academic performance of secondary
school students?
2. What
are the benefits of video-taped instructional strategy?
3. What
are the factors limiting the use of video-taped instructional strategy?
1.5 HYPOTHESIS
HO:
There is no significant relationship between video-taped instructional strategy and academic
performance of secondary school students.
HA:
There is significant relationship between video-taped instructional strategy and academic
performance of secondary school students.
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 video-taped 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/LIMITATIONS OF THE STUDY
This
study on the effects
of video-taped instructional strategy on the academic performance of secondary
school students will cover the selected secondary schools in Edo State,
Nigeria.
Financial constraint– Insufficient fund tends to impede the
efficiency of the researcher in sourcing for the relevant materials, literature
or information and in the process of data collection (internet, questionnaire
and interview).
Time constraint– The researcher will
simultaneously engage in this study with other academic work. This consequently
will cut down on the time devoted for the research work.
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