This study investigated the effect of video-taped instruction on Senior Secondary Students’ performance in practical physics. The design for the study is quasi-experimental, of the type, pretest-posttest control group design. The population of the study comprised of all SS3 physics students in Port Harcourt Local Government Area of Rivers State. One hundred and three (103) students in 2 co-educational schools made up the sample size. Two groups namely, the experimental group and control group were used for the study. The experimental group was taught practical physics using video-taped instruction (VTI) while the control group was taught practical physics using the conventional (real handling of apparatus) teaching method (CM). A research question and one hypothesis were formulated to guide the study. The instrument used for the study was Physics Practical Skills Rating Scale (PPSRS). The data generated were analyzed using mean and standard deviation to answer the research question, while t-test was used to test the hypothesis at 0.05 level of significance. The calculated t-value (2.48) was significant at 0.05 level of significance. The null hypothesis Ho was rejected as a result of significant difference between the performance of students taught practical physics using Video-Taped Instruction (VTI) and those taught using conventional method (CM), indicating that students taught with videotaped instruction performed better than those taught with the conventional method.
| Published in | Science Journal of Education (Volume 4, Issue 6) |
| DOI | 10.11648/j.sjedu.20160406.11 |
| Page(s) | 169-174 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2016. Published by Science Publishing Group |
Effect, Video-Taped Instruction, Students’ Performance
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APA Style
Shedrack Tamunoiyowuna, Robert James J. (2016). Effect of Video-Taped Instruction on Senior Secondary Students’ Performance in Physics Practical in Port-Harcourt Metropolis, Nigeria. Science Journal of Education, 4(6), 169-174. https://doi.org/10.11648/j.sjedu.20160406.11
ACS Style
Shedrack Tamunoiyowuna; Robert James J. Effect of Video-Taped Instruction on Senior Secondary Students’ Performance in Physics Practical in Port-Harcourt Metropolis, Nigeria. Sci. J. Educ. 2016, 4(6), 169-174. doi: 10.11648/j.sjedu.20160406.11
AMA Style
Shedrack Tamunoiyowuna, Robert James J. Effect of Video-Taped Instruction on Senior Secondary Students’ Performance in Physics Practical in Port-Harcourt Metropolis, Nigeria. Sci J Educ. 2016;4(6):169-174. doi: 10.11648/j.sjedu.20160406.11
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Download@article{10.11648/j.sjedu.20160406.11,
author = {Shedrack Tamunoiyowuna and Robert James J.},
title = {Effect of Video-Taped Instruction on Senior Secondary Students’ Performance in Physics Practical in Port-Harcourt Metropolis, Nigeria},
journal = {Science Journal of Education},
volume = {4},
number = {6},
pages = {169-174},
doi = {10.11648/j.sjedu.20160406.11},
url = {https://doi.org/10.11648/j.sjedu.20160406.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20160406.11},
abstract = {This study investigated the effect of video-taped instruction on Senior Secondary Students’ performance in practical physics. The design for the study is quasi-experimental, of the type, pretest-posttest control group design. The population of the study comprised of all SS3 physics students in Port Harcourt Local Government Area of Rivers State. One hundred and three (103) students in 2 co-educational schools made up the sample size. Two groups namely, the experimental group and control group were used for the study. The experimental group was taught practical physics using video-taped instruction (VTI) while the control group was taught practical physics using the conventional (real handling of apparatus) teaching method (CM). A research question and one hypothesis were formulated to guide the study. The instrument used for the study was Physics Practical Skills Rating Scale (PPSRS). The data generated were analyzed using mean and standard deviation to answer the research question, while t-test was used to test the hypothesis at 0.05 level of significance. The calculated t-value (2.48) was significant at 0.05 level of significance. The null hypothesis Ho was rejected as a result of significant difference between the performance of students taught practical physics using Video-Taped Instruction (VTI) and those taught using conventional method (CM), indicating that students taught with videotaped instruction performed better than those taught with the conventional method.},
year = {2016}
}
TY - JOUR T1 - Effect of Video-Taped Instruction on Senior Secondary Students’ Performance in Physics Practical in Port-Harcourt Metropolis, Nigeria AU - Shedrack Tamunoiyowuna AU - Robert James J. Y1 - 2016/11/03 PY - 2016 N1 - https://doi.org/10.11648/j.sjedu.20160406.11 DO - 10.11648/j.sjedu.20160406.11 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 169 EP - 174 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20160406.11 AB - This study investigated the effect of video-taped instruction on Senior Secondary Students’ performance in practical physics. The design for the study is quasi-experimental, of the type, pretest-posttest control group design. The population of the study comprised of all SS3 physics students in Port Harcourt Local Government Area of Rivers State. One hundred and three (103) students in 2 co-educational schools made up the sample size. Two groups namely, the experimental group and control group were used for the study. The experimental group was taught practical physics using video-taped instruction (VTI) while the control group was taught practical physics using the conventional (real handling of apparatus) teaching method (CM). A research question and one hypothesis were formulated to guide the study. The instrument used for the study was Physics Practical Skills Rating Scale (PPSRS). The data generated were analyzed using mean and standard deviation to answer the research question, while t-test was used to test the hypothesis at 0.05 level of significance. The calculated t-value (2.48) was significant at 0.05 level of significance. The null hypothesis Ho was rejected as a result of significant difference between the performance of students taught practical physics using Video-Taped Instruction (VTI) and those taught using conventional method (CM), indicating that students taught with videotaped instruction performed better than those taught with the conventional method. VL - 4 IS - 6 ER -
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