Effects of Video Instructional Packages on Achievement of Senior Secondary School Students in Mathematics in Minna, Niger, Nigeria.

Abstract

This study investigated the effects of video type instructional packages on the achievement of students in the mathematics among senior secondary schools in Minna, Nigeria. The study adopted quasi-experimental design. Five research questions and corresponding hypotheses were formulated and tested at 0.05 level of significance. 120 students (60 male and 60 female) were randomly selected from four secondary schools that were purposively sampled based on five criteria. The schools were randomly assigned to experimental group I Text + Animation, TA), Experimental group II (Text + Narration, TA), Experimental Group III (Text + Animation + Narration, TAN) and control group (Text Only, TO). The treatment instrument for the study was researchers’ developed video type instructional packages on trigonometry concept in Mathematics which was used as treatment. A validated Trigonometry Achievement Test (TRAT) was used for data collection. TRAT was subjected to pilot testing and a reliability coefficient of 0.87 was obtained using the Kuder Richardson KR-20. TRAT was administered as pretest and posttest and data obtained were analysed using ANCOVA and Sidak Post-hoc test. The results revealed that there is significant difference in the mean achievement score of students taught mathematics using TO, TA, TN and TAN Video Type Instructional packages. Gender were found to have no significant effect in the mean achievement score of students taught using TO, TA, and TN. However, there was a significant difference between male and female students taught Trigonometry with TAN. Based on the findings, recommendations were made.