EFFECT OF VIDEO-TAPED INSTRUCTION ON ACHIEVEMENT AND GENDER AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN FEDERAL CAPITAL TERRITORY, ABUJA, NIGERIA

Rebecca N. Nonyelu, Charles M. Anikweze

Abstract


The deplorable state of mathematics in the country has been a source of concern to Mathematics educators, Government and the Society at large. The effect of an innovative method such the use of videotaped instruction for learning mathematics at junior secondary school level was therefore experimented. A random sampling technique was used in selecting the three schools out of 50 junior secondary schools in Federal Capital Territory (FCT), Abuja, Nigeria, with each serving as experimental group consisting of 81 males and 83 females (164) and control group, consisting of 80 male and 78 female (158), which gave a total sample size of 322 students. This study adopted a quasi-experimental research design with non-equivalent pretest, posttest control group design. A validated 40 multiple-choice items of Mathematics Achievement Test (MAT) developed by the researcher, was used in accessing the outcome of the study. Two research questions and two hypotheses guided the study. Mean and Standard deviation was used for answering the research questions while Analysis of Covariance (ANCOVA) was used for testing the hypotheses at 0.05 levels of significance. The result revealed that there was no significant gender difference between male and female taught Mathematics using video-taped instruction (FCal 1,322 =100, p>.05). And there is no significant interaction effect between teaching method and gender on students’ achievement in mathematics (FCAL 1,322 = 1.99; P>.05). That means that there is a significant treatment difference (FCal 1,322=160.98, p<.05). The researcher recommended that workshops, seminars and conferences should be organized for teachers on the importance of video-taped instructions for the teaching and learning of Mathematics.

 

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mathematics achievement, video-taped instruction, conventional methods and gender

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References


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DOI: http://dx.doi.org/10.46827/ejae.v0i0.2439

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