Three modes of podcast augmented instruction and pre-service Physics teachers’ cognitive learning outcomes in Colleges of Education in North-Central, Nigeria.

Abstract

This study examined three modes of podcast augmented instruction and pre-service Physics teachers’ achievement, and retention in Colleges of Education in North-Central, Nigeria. It was a pretest, posttest and delayed posttest and quasi experimental research using 4x2 factorial design. Three hundred and sixty-three students from intact Physics classes in four Colleges of Education were selected from two clusters based on convenience and substantial population, and were used as the sample for the study. The study answered three research questions and tested three hypotheses. Thermal Physics lessons were delivered as classroom lecture. Audio, Enhanced and Video podcast lessons on same content were published online and broadcasted as augmented instructions. Thermal Physics Achievement Test and Thermal Physics Retention Test were used as data collection instruments. The reliability coefficient of the test instruments was 0.78. The data collected were analyzed based on the research question and hypotheses using mean and MANCOVA in SPSS. The result revealed that students taught Physics using Video Podcast Augmented Instruction and Audio Podcast Augmented Instruction achieved better than their counterpart taught using Enhanced Podcast Augmented Instruction or Classroom Lecture Only groups. It also revealed gender had significant effect on the achievement of the students taught using Podcast Augmented Instruction. It is recommended that the use of podcast (audio, enhanced and video) should be encouraged in our higher institution in Nigeria with special consideration for video podcast in practical oriented courses.