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All Journal Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal)
Isa Mohammed Juliana
Department of Curriculum Studies and Instructional Technology, Ignatius Ajuru University of Education, Port Harcourt, Rivers State, Nigeria
Arts Education Languange, Linguistic, Communication & Media Other

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Video Instructional Strategy on Biology Student’s Academic Performance in Port Harcourt, Nigeria Umunnakwe Bernadine Akuoma; Isa Mohammed Juliana
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 3 No 3 (2021): Britain International of Linguistics, Arts and Education - November
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v3i3.537

Abstract

The study investigated the efficacy of Video Instruction as a teaching strategy on Senior Secondary Schools Biology Students’ academic performance in Port Harcourt, Rivers State. The study adopted pretest, post-test, control group quasi–experimental design. Two Intact classes were taught using video instructional strategy as experimental group and another two classes taught using Instructional Diagrams as control group. Two research questions and two hypotheses were formulated to guide the study. Biology Performance Test on Genetics (BPTG) with 25 Objective items was developed and validated. Pilot test was carried out with reliability coefficient of 0.76 obtained, before using it for data collection. The instrument was administered as pre-test and latter reshuffled and administered as post-test. The data were analyzed using mean and standard deviation to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. The result revealed that the experimental group obtained higher mean performance score and no significant difference existed between location and academic performance. It is therefore, recommended that teachers should use video instructional strategy in the teaching and learning of sciences as it promotes internalization of abstract concepts.
Co-Authors Umunnakwe Bernadine Akuoma