Volume 19, No. 3, 2022
Effects Of Video And Audio-Taped Instructions On Senior Secondary Students’ Achievement In Chemistry In Lokoja Metropolis
Lawrence Achimugu , Ekene Nnonyem Igboegwu , Tabitha Kamji Delmang , Bala Danyam Luka & Michael Longkat Sunday
Abstract
The research focused on how video and audio-taped instructions affected senior secondary pupils' chemistry grades in Lokoja. Two research questions and two hypotheses guided the investigation. With a non-equivalent pre-test and post-test control group, the study was quasi-experimental in character. The study included a multiple-stage sample of 270 SS1 students, with 125 males and 145 females. The researcher-made chemistry achievement test (CAT, r = 0.81) was utilized to collect data. The mean, standard deviation, and analysis of covariance were used to analyze the data (ANCOVA). The study found that video-taped education was the most effective at improving students' chemistry scores. The expository method was determined to be the least effective of the three educational modes, followed by audio–recording instruction. The findings also revealed that male and female chemistry students who were exposed to video-taped, audio-taped, and expository instructional methodologies performed equally well on the chemical accomplishment test. Based on the findings, it was suggested that schools, particularly chemistry teachers, adopt the use of videotaped instruction in chemistry teaching.
Pages: 104-114
Keywords: Videotaped Instruction, Audio–taped Instruction, Expository Instructional Strategy, Students’ achievement and chemistry.