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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