Video-Based Instruction and Senior Secondary School Students’ Learning Outcome in Chemistry
DOI:
https://doi.org/10.31150/ajshr.v6i2.3340Keywords:
Video-Based Instruction, Students’ Learning Outcome and ChemistryAbstract
This study investigates video-based instruction and senior secondary school students’ learning outcome in chemistry in Imo East Senatorial District of Imo State. The study was guided three research questions and three null hypotheses. Purposive sampling technique was used to draw a sample of 122 senior secondary school two (SS2) students from a population of 5,831 public co-educational senior secondary schools in Imo East Senatorial District of Imo State. The research design used was quasi-experimental which involved non-equivalent intact classes. Two intact classes were used for the investigation. The instrument used to collect data was a 25-item multiple-choice teacher made achievement test named Chemistry Achievement Test (CAT). The instrument was face and content validated. Kuder Richardson Formula 21 (KR-21) was used to obtain a reliability of 0.82. Experimental group was taught separation technique with video-based instruction while the control group was taught with charts. The two groups were administered pretest, posttest and post posttest. The mean, standard deviation and Analysis of Covariance were used for statistical analysis at 0.05 significant level. The result showed that the students taught with video-based instruction had a higher performance and retention than those taught with chart-based instruction with a statistically significant difference. The result also showed that the male students taught with video-based instruction outperformed their female counterpart in the same group with no statistically significant difference. It was recommended among others that chemistry teachers should use video-based instructional strategy to teach relevant Chemistry concepts.
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