Effects of Video-taped Instruction on Secondary School Students’ Achievement in History

Isreal Olu Osokoya


Educational technologists as well as curriculum experts have proved that video-taped instruction has high potential in the teaching and learning situation for it can multiply and widen the channels of communication between the teacher and the students. Empirical studies in Nigeria involving videotaped instructional strategy have been limited to the teaching and learning of the Sciences, Mathematics and English language. This study, therefore, sought to determine the effect of video-taped instruction in the teaching of history. The study adopted the quasi-experimental research design using video-taped instruction & conventional strategies. A multi-stage sampling technique was employed to select 92 history students made up of 40 males and 52 females. A validated history achievement test instrument with a reliability coefficient of 0.75 was administered. The result showed that students taught with video-taped instruction performed better (x=25.30) than those taught with the conventional method (x-= 20.12). The result of the ANCOVA statistical analysis revealed that gender F(2,91) : p >o.o5) was not a significant factor on students’ achievement in history, when video-taped instructions are used. The mean achievement scores of both male and female students were greatly improved on the use of video-taped instruction establishing that the use of video-taped instruction is independent of gender. The implication of this study is discussed.

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