EFFECTS OF VIDEO TAPED INSTRUCTIONAL STRATEGY ON THE ACADEMIC PERFORMANCE OF SECONDARY
1.1 BACKGROUND TO THE STUDY
Learning is an activity that starts at birth and can be expected to continue for a lifetime in classrooms and training centres, effective learning takes place in a well organized way. Facilities and personnel are employed to provide and education designed for classroom learning, which aims to prepare all the students to work and participate in the society which the live. Video as a media in education comes as the invention of educational technology. They are termed as instructional video. They are created for use in classrooms or in other educational settings. They are usually evaluated for language use, conflict and length and many of them are packaged as multimedia resources that include students’ workbooks, teacher’s guides, video transcripts and audio tapes. Agommuoh and Nzewi. (2003) reported that video-taped instruction has the qualities of providing a semi-permanent, complete and audio’s visual record of event. Erickson (1995), Barford and Weston (1997), Chambers (1997) and Osokoya (2007), highlight both at school and college level the advantages of video tape instructional strategy over the traditional method. Empirical studies in Nigeria involving video-taped instructional strategy have been limited to the teaching and learning in primary school. (Salawu 1999, Aiyelagbe, 1998, Ajeyi-Dopemu 1985, Aremu 1992, Ibode, 2004). This study attempt to determine the effect of video-tape instructional strategy on the
academic performance of secondary school students. Literature has also established that video-taped instruction has greatly improved the performance of students with special needs and slow learning abilities (Okwo, 1994, Mitchell, 1994, Aremu, 1992). If this is possible then it should produce better results in students with normal learning abilities which are the target of this study. Educational technologists are of the view that video-taped instruction strategy has high potential in the teaching and learning situation to enhance academic performance of students (Kozima 1991, Abimbade 1997, Abubakar 2001). Curzon (1991) airmed that video-taped instruction like some other audio-visual aids can multiply and widen the channels of communication between the teacher and the students thereby improving students academic performance.