EEFECTS OF INSTRUCTIONAL VIDEOS ON SECONDARY STUDENTS ACHIEVEMENT
1.1 BACKGROUND OF THE STUDY
Learning is the systematic acquisition of knowledge and skills through interaction between teachers and students. It happens as a result of the interaction of the instructor, the student, the approach, and the materials. These items include what are known as teaching resources (Akerele, Aguele & Anyanwu, 2012). It has been demonstrated that teachers have a significant impact on their students’ academic achievement. Students under the tutelage of an ineffective teacher will make insufficient academic progress. This has no bearing on the students’ academic attainment similarities or differences. Ineffective teaching methods, a lack of competent instructors, inadequate infrastructure and laboratory equipment, teacher-centered training, and the absence of instructional materials and their use are among the shortcomings identified thus far (Yaki, 2011, Olorukoba, 2007).
Traditional (or conventional) (or conventional) While the problem-solving element is presented and/or discussed with the instructor, the syllabus, teaching materials, and student evaluations are determined by the tutor and communicated to the students through a series of lectures (Cottel & Millis, 1993). The traditional method of teaching, which dates back to the origins of formal education, entails the transmission of knowledge from the instructor to the learner. The inability of students to remember what they have learned is the result of an ineffective method of instruction or approach to teaching on the part of the teacher. This problem is frequently caused by overly theoretical instructor discourse while students are passive listeners. Students memorize and regurgitate facts and concepts. Utilizing electronic media (video)
These issues can be addressed through the recording, audio recording, multimedia presentations, slide presentations, CD-ROM, and online content) process and other interactive media software facilities in which a student interacts with and is guided by visual equipment for the purpose of achieving certain instructional goals (Onasanya, 2002).
The use of media in the classroom can transform classroom learning into a series of rich, memorable experiences, reducing boredom and forgetfulness. In recent years, the use of microcomputers in the teaching and learning process has grown in popularity in educational institutions (Onasanya, 2002). According to Abimbade (2000), the use of computers (1) increases the amount of time students devote to learning, (2) accelerates the availability of data and information, (3) provides immediate feedback, (4) assists teachers with fewer qualifications, and (5) increases the amount of time students devote to learning.
and (5) improves the efficiency and effectiveness of teachers. Adeniyi (2002) discovered that students who were taught civics with visual aids outperformed those who were not.
Integration is the use of technology to enhance, restate, present, and assess how well students understand the curriculum or program. Because it facilitates learning and aids in the development of knowledge, technology is now ubiquitous in classrooms, offices, and among individuals (Edutopia, 2005). The development of educational technology has resulted in the use of video as a form of media in education. These are referred to as educational videos. They are intended for use in schools and other educational settings. Many of them are packaged as multimedia materials, such as student workbooks, teacher’s manuals, video transcripts, and audio cassettes, and are widely available.
Language use, conflict, and duration are frequently graded. Videotaped teaching, according to Agommuoh and Nzewi (2003), provides a semipermanent, comprehensive, and audiovisual record of an event.
It is not new to use instructional videos. They date back to prehistoric times, when cave teachers used 16mm projectors to show cave students enrolled in business courses samples of insurance firm marketing ads (Berk, 2009). Throughout history, the use of instructional video as a change agent in the classroom has followed a consistent pattern. Initially, broadcast television and movies were used sparingly, primarily as extracurricular enrichment opportunities (Greenberg, 2012). Television films were very popular in the 1960s and 1970s. Videotapes were popular in the 1980s, and the 1990s saw the rise of two-way videoconferencing, camcorders, and video cameras.
CDs. In the year 2000, DVDs, streaming movies, YouTube, and camera-equipped cellphones were popular (Zanetis, 2012).
The advantages of instructional video as a valuable tool for teaching and studying a wide range of social studies topics may assist students in better comprehending and mastering the subject. Both teachers and students use instructional films to study, compare, and comprehend subjects.
In a variety of ways, the use of videotape recorders can improve teaching and learning in both large and small groups. A meticulously organized film could be an excellent starting point for student discussion on critical topics in medical practice. Furthermore, it has been observed in our field that using video presentations simplifies the explanation and demonstration of ideas and concepts related to our industry.
subjects that are beneficial to us (Harrison, 2003).
During their own study period, students can also access video images via a website. This example depicts clinical situations, demonstrates clinical abilities, and sparks student discussion. When portraying clinical illnesses, students must be familiar with the most prominent signs and symptoms of the most common clinical disorders. Problems with movement are easier to see than to describe. When it comes to demonstrating clinical abilities, the exact process for fundamental clinical skills can be demonstrated on video before students attempt these procedures on their own, assisting in the retention of the skills prior to performance (Harrison, 2003).
It makes sense to combine video and text because video has been shown to be beneficial in more ways than one.
Only dynamic processes are shown. When used properly, video can be a powerful learning tool. It is also a collaborative platform and a language with global appeal (Kareem, 2003).
1.2 THE PROBLEM’S STATEMENT
The current teaching and learning pattern is expected to shift from the old style to one that is more dynamic, adaptable, and learner-centered. There are several indications that instructional video can effectively promote learning. The report on the effective use of instructional video in secondary school teaching in Enugu State is unknown. It is worth noting that the appearance of educational films without an instructor will not result in significant improvements in learners (Kareem, 2003). Teachers play an important role in the implementation of instructional video in education. Students may not be able to
able to utilize instructional video’s accessible potentials without the assistance of instructors. Teachers, according to Ekpo (2015), must actively incorporate instructional video into their lessons, and in order to do so effectively, they must have the necessary skills and competencies for using instructional video.
1.3 THE STUDY’S OBJECTIVES
The primary goal of this research is to evaluate the effects of instructional videos on secondary student achievement. Other study objectives include, but are not limited to:
i. Determine the extent to which instructional videos are used in secondary schools.
ii. To investigate the effectiveness of using instructional videos to teach in secondary schools.
iii. To see if using instructional videos to teach students affects their academic performance.
iv. To investigate the difficulties associated with using instructional
materials to teach in secondary schools.
1.4 QUESTIONS FOR RESEARCH
The following research questions related to the study’s objectives will be addressed:
i. How widely are instructional videos used in secondary schools?
ii. What are the effects of using instructional videos in secondary schools to teach?
iii. Does using instructional videos to teach students affect their academic performance?
iv. What are the difficulties in using instructional materials in secondary schools?
1.5 THE STUDY’S IMPORTANCE
As a result, students, educators, and scholars will consistently find the study to be extremely valuable. Students will be able to interpret and comprehend instructional films, specifically video shows, that aid in the teaching and learning process. The Study will be a resource for academics.
and teachers who want to know how instructional films affect students’ academic performance, particularly in secondary schools. It will also highlight the best tools for teaching social studies that will capture students’ attention and encourage active participation in the subject. The work will help instructors understand that the effectiveness of any teaching-learning activity is dependent on how much students can learn or benefit from instruction. This is possible with the help of appropriate audio-visual aid.
The study will be useful to academics who want to conduct more research on the impact of instructional films on students’ academic progress. The effort will also assist researchers in comprehending the impact of comprehension, demonstration, and collaboration on the
In the teaching-learning process, instructional video is used.
1.6 STUDY OBJECTIVES
The purpose of this study is to evaluate the effects of instructional videos on secondary students’ achievement. This study is specifically concerned with determining the extent to which instructional videos are used in secondary schools, investigating the effects of using instructional videos to teach in secondary schools, determining whether using instructional videos to teach affects students’ academic performance, and investigating the challenges of using instructional materials to teach in secondary schools.
Teachers and students from selected secondary schools in Nsukka, Enugu State, will be enrolled in this study’s survey.
1.7 THE STUDY’S LIMITATIONS
This research only looks at the effects of instructional videos on secondary students’ achievement. This research, in particular,
is limited to determining the extent to which instructional videos are used in secondary schools, investigating the effects of using instructional videos to teach in secondary schools, determining whether using instructional videos to teach affects students’ academic performance, and investigating the difficulties associated with using instructional materials to teach in secondary schools.
Teachers and students from selected secondary schools in Nsukka, Enugu State, will be enrolled as survey participants for this study; however, this serves as a limitation to this study because additional and adequate research is required if this work is to be used elsewhere.
1.8 TERM DEFINITION
A significant effect or influence.
Instructional video: A video that is used for teaching or training purposes, with the primary goal of transferring knowledge.
ideas and concepts, as well as processes.
Academic achievement or academic performance refers to the extent to which a student, teacher, or institution has met their short or long-term educational objectives. Academic achievement is demonstrated by the completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees.