EFFECT OF VIDEOTAPE INSTRUCTIONAL MEDIA ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND INTEREST IN ENGLISH LANGUAGE READING COMPREHENSION IN NSUKKA EDUCATION ZONE OF ENUGU STATE

Abstract

This study determined effect of videotape instructional media on secondary school students’

achievement and interest in English language reading comprehension. Six research questions were posed and six null hypotheses formulated to guide the study. In order to carry out the research, the researcher adopted a quasi-experimental design. Specifically, the non- randomised control group design was used. The area of the study was Nsukka Education Zone of Enugu State, while the population of the study comprised all the senior secondary school two (SSII) English language students in Nsukka Education Zone numbering 17,783 in

2015/2016 session. The sample for the study consisted of 213 SSS II students from four co- educational schools within the area of the study. Purposive and simple random sampling technique was used to draw the sample of the study from the population of the study. Two instruments were used for data collection. They were the Reading Comprehension Achievement Test (RCAT) and Reading Comprehension Interest Inventory (RCII). The instruments  were face  validated, but  RCAT  was  further subjected to  content  validation. Subsequently,  the  instruments  were  trial-tested  for  the  purpose  of  determining  their reliability. The internal consistency of RCAT was computed and found to be 0.98 using Pearson  Correlation  while  that  of  RCII  was  0.82  using  Cronbach’s  Alpha  Coefficient Method. Before treatment commenced, the instruments were administered as pretest to the two groups in each of the sampled schools. The treatment lasted for one month. After the treatment session, the same instrument, with numbers re-arranged, were administered to the subjects to obtain the posttest scores. The data obtained were used in answering the research questions and testing the hypotheses. The research questions were answered using mean scores, while the hypotheses were tested using analysis of covariance (ANCOVA) at 0.05 level of significance. The results indicated that students taught reading comprehension using instructional video had higher mean achievement score their counterparts taught using the conventional print media. Students taught reading comprehension using instructional video had higher mean interest score that their counterparts taught using the conventional print media. Female students had higher mean achievement score than their male counterparts in reading comprehension while male students had higher mean interest score than their female counterparts in reading comprehension. There was no significant interaction effect of instructional media and gender on achievement scores of students in reading comprehension. Lastly, the result of the study showed that there was no significant interaction effect of instructional media and gender on mean interest score of students in reading comprehension. Following the discussion of the results, conclusions were drawn and educational implications of the findings were highlighted. It was recommended, among others, that English language teachers should adopt the videotape instruction as an alternative to the print media in teaching reading comprehension.

CHAPTER ONE

INTRODUCTION

Background of the Study

Language is the ability to acquire and use complex systems of communication, particularly the human ability to do so. It is an unrestrained system of symbols which enables man to communicate an infinite number and variety of message, meanings, intentions, thoughts,  requests  and  items  of  information.  It  is  involved  in  thinking,  memory  and reasoning, problem-solving and planning. Indeed, language is involved in higher order mental processes. Language learning is a complex task especially when the language is a second or target language (Otagbuluagu, 2002). A language consists of symbols that convey meaning, plus rules for combining those symbols, that can be used to generate an infinite variety of messages. It is behaviour which utilizes body parts, the vocal apparatus and the auditory system for oral language; the brachial apparatus and the visual system for sign language. Such body parts are controlled by none other than the brain for their functions. English language is a worldwide language and it is the means of communication in over 30% of all the countries in the world (Fred, 2005).

Language plays a great role in people’s interaction. Without language, there will be no meaningful interaction among people in the society. Suffice it to say that language is very vital in human existence. It is a system of code for communicative expression of thoughts and sentiments using articulated signs (Opara and Ihemebirim, 2010). The researchers further explained that language is a set of code of arbitrary vocal symbols and signs for communication  in  a  speech  community.  Language  is  purely  human  and  non-instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbols.

The relevance of language to human existence makes it necessary for people of different language backgrounds to seek for a common language of interaction for a profitable living. This could be responsible for making English Language a compulsory language in Nigeria- a country with more than 400 languages. It is made compulsory so that about 450 ethnic groups in Nigeria with different languages can have a common means of communication among themselves in social and socio-cultural spheres of life. This is because man by nature has innate desire to share with one another.   This natural desire to share feelings, ideas and thoughts in a highly multi-lingual nation creates a dire need for a language of inter-ethnic and cross cultural communication, a language of unification and a language of national and inter-ethnic communication (English language) (Pearson and Gallagher, 2013).

English has been rated as the world’s most popular language which is characterized by active communication from  one continent  to  the other,  especially by the indigenous owners of the language. The English language was introduced in Nigeria in the early 19th Century by the British colonial administration. Although the English language is a foreign language in Nigeria, it is widely used in Nigeria as the second language. It has played a major role in Nigeria, which could be seen in education, government, business, commerce, mass media and most of the internal and external communication. Above all, the English language has played the role of the language of political unity. Also formal education in Nigeria today is a product of the English language. Without English, there is the possibility that there may not be anything more than the elementary formal education in Nigeria (Adekola, 2014).

The English language plays an important role in the educational system, more especially when it functions as a medium of instruction in schools. It is the language of science and technology and a passport to educational advancement and prestigious employment, the language of commerce, trade and administration, and a means of national and international communication (Adekola, 2014). The role assigned to English in Nigerian

education is outlined in the National Language Policy on Education Federal Republic of Nigeria (FRN, 2016), which states that English shall be the medium of instruction in the upper primary, secondary and tertiary level of education. Thus, the status of English is enhanced as it is not only a subject but a medium of instruction from the middle basic education. The National Policy on Education (FRN, 2008) acknowledges the importance of English language as one of the core subjects that will enable a student to offer any course in higher institution. As one of the core subjects, it is naturally expected that the level of attainment of the students in it will be revealed in their performance in other subjects. Since students’ achievement in English Language is necessary for taking decision on whether the student will be given admission into tertiary institutions among others, it is necessary that students’ achievement in English language is monitored.

Reading is a means of language acquisition, communication, and of sharing information and ideas. Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning. Like all languages, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and  language  community which  is  culturally and  socially situated.  The  reading  process requires continuous practice, development, and refinement (Banjo, Ayodele & Ndahi, 2007). Reading is a complex process and the prime objective of reading is comprehension.

Reading comprehension is the ability to  read  text, process it, and understand its meaning.  Although this definition may seem simple. An individual’s ability to comprehend text is influenced by their traits and skills, one of which is the ability to make inferences. If word recognition is difficult, students use too much of their processing capacity to read individual word, which interferes with their ability to comprehend what is read. There are a number of approaches to improve reading comprehension, including improving one’s vocabulary  and  reading  strategies.  Reading  comprehension  is  defined  as  the  level  of

understanding of a text/message. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text/message (Rayner; Foorman; Perfetti; Pesetskyand Mark Seidenberg, 2001). Proficient reading depends on the ability to recognise words quickly and effortlessly. It is also determined by an individual’s cognitive development, which is “the construction of thought processes” (Tompkins, 2011). Some people learn through education or instruction and others through direct experiences. There are specific traits that determine how successfully an individual will comprehend text, including prior knowledge about the subject, well-developed language, and the ability to make inferences.

Comprehension  is  a  very important  aspect  of  the  English  language  examination. Comprehension could be referred to as the ability of a student to understand written or printed expressions or signs and symbols. It could be seen as the ability of the students to understand the content of a learning task as to tackle the questions that may be asked from the learning task. Students’ inability to understand some comprehension passages or expressions in the English language examinations have been the main cause of their poor achievements learning task. The Neonatal Resuscitation ProgramNRP (2000) states that reading comprehension is a necessary skill for all academic and ‘life-long’ learning. Tompkins (2011) maintain that reading comprehension is the ability to think about what one is reading. The NRP defines reading comprehension as a complex cognitive process which includes fluency, vocabulary development and understanding what words and connected text mean.

Reading comprehension is an active process which demands interaction between the reader and print. Reading comprehension is an interactive process between the reader and the text. During reading process, the reader extracts meaning from the text by utilizing his/her previous knowledge through employing effective reading comprehension strategies (Choate and  Rakes,  2004).  Readers  need  to  actively  participate  with  text  in  order  to  gain

comprehension skills and they also need to relate ideas in text to their own knowledge and experiences to improve their comprehension (NRP, 2000). Good readers expect text to make sense (Reid and Lienemann, 2006). Explicit teaching of specific cognitive strategies helps readers  develop  better  understanding  of  text.  Therefore,  specific  indicators  designed  to employ effective reading strategies and guidelines can enhance poor readers’ performance in reading  comprehension,  which  will  in  turn  enhance  general  academic  achievement  of students in English language.

It follows, inexorably, that how well students progress in their academic pursuit is hinged  to  a  large  extent  on  their  level  of  proficiency in  English.  This  agrees  with  the observation of Feast (2002), that if students are deficient  in the language of instruction (English), they will not perform well in the various school subjects that are taught with the language. This may explain why then English language is regarded by NERDC (2007) in Egbe (2015) as the primus interpares (first among equals) among the core subjects in the secondary school curriculum. The objective of teaching English as stated in the National Policy on Education (FRN, 2004) is to give the students permanent literacy and the ability to communicate effectively.  Also,  NERDC  (2007)  states  that  the senior  secondary English language curriculum is designed to equip the students with an adequate range of words, sentences and sentence types to enable them communicate effectively in school and outside it, listen effectively to any speech or lecture as well as speak fluently and intelligibly. It is also designed to ensure that students can read materials of varying lengths and difficulty effectively, and write logically with grammatically correct sentences.

Contrary to expectation, the objectives of teaching and learning English at the secondary school level seem not to be achieved. Marja (2008) asserts that students from secondary schools demonstrate narrow range of ability in the English language. Marja further stated that the achievement of students in the subject in the school certificate examination

does not fall in line with the great importance attached to it. According to Egbe (2015), low achievement of students at the senior school certificate examinations has become a recurring decimal as evidence from the results of the West African Senior School Certificate Examinations (WASSCE) conducted by the West African Examinations Council (WAEC), and the Senior School Certificate Examination (SSCE) conducted by the National Examinations Council (NECO) attest. In elucidation, the NECO Chief Executive’s Report (2010) states that out of the 1,116,195 candidates that sat for the June/July 2010 examination, only 245,890 candidates, representing 21% of the candidates, had credit passes and above in English.

On  the  other  hand,  Egbe  (2005)  reports  that  the  result  of  the  May/June  2010

WASSCE was very poor as about 75% of the candidates did not pass the English language at credit level. Out of the 1,351,557 candidates who sat for the 2010 examination, 451,187 candidates obtained credit pass and above in the English language. Ozordi (2010) states that according to the Head of National Office of WAEC, DrIyiUwadiae, and the figure represents

25% credit pass in English as against the 7.5% and 18.41% credit passes obtained in 2009 and 2008 respectively. This general poor performance of students in English in general may be hinged to their WAEC Chief Examiners’ report (2008) documents that the general poor students’ achievement are as a result of poor reading and comprehension abilities of the students. Many candidates did not demonstrate a good understanding of the questions and as such they gave unexpected answers (WAEC Chief Examiners’ report, 2009).

Accordingly, Akabogu (2002) stated that the Chief Examiner’s Report identifies candidates’ inability to read and comprehend questions correctly, poor understanding and usage of English and lack of understanding of the demands of the question as the cause of students’ low grades. Akabogu reiterates that inability to read and comprehend questions correctly may be as a result of a very limited reading and comprehension power by the

students such that certain terms, expressions and texts are not well understood. The students showed hazy understanding of the contents of the comprehension passage; indiscriminate lifting of ideas as a result of poor understanding of the comprehension passage (WAEC Chief Examiners’ Report, 2012). Poor understanding of questions before attempting on them causes poor achievement in English language (WAEC Chief Examiners’ Report, 2011). To improve on the understanding of the comprehension for a better academic achievement, students are expected  to  cultivate  the  habit  of  reading  regularly  (WAEC  Chief  Examiners’  report,

2012).This  failure  could  be  blamed  on  so  many  factors  among  which,  is  the nature  of instruction given to the students. The foregoing therefore underscores the need to explore other teaching approaches that would enhance and facilitate understanding and acquisition of the knowledge of what is being taught and possibly enhance students’ achievement. Hence, this study seeks to investigate the effect of video tape instruction on students’ achievement in reading comprehension.

For teaching and learning to be enhanced, there is need that some materials are employed  in  the  pedagogy.  These  materials  used  in  promoting  learning  are  called instructional  materials.  According  Osokoya  (2007),  instructional  materials  refer  to  a collection of materials and equipment that can be used effectively for classroom interaction. This means that instructional materials stand for a wide range of materials that are essential in the teaching –learning process. Instructional materials are devices, objects, places, that are capable of facilitating teaching and learning within and outside the formal classroom setting. Ekpo (2004) describes instructional materials as resources which a teacher utilizes to present subject contents in an understandable manner to learners. From the foregoing, instructional materials could be referred to as objects and devices that facilitate teaching and learning for effective classroom interaction.

Examples of instructional materials used in teaching English language are charts, tape recorders, globe, films, video compact Disk (VCD), projectors, and English textbooks among others. Oboegbulem (2006) describes instructional materials as one important media which teachers at  all levels  of Nigerian  educational system  employ to  encourage and promote effective learning. They include textbooks, journals, magazines, periodicals, pamphlets, newspapers, programmes, texts, posters, maps and charts. Instructional materials also include the non-print materials like films, strips, mock-up slides, and pictures, audio and video tapes etc.

Instructional materials bring out more knowledge from students than what is just in the textbook. They make learning seem like fun. Research findings have that their use enhances  retention.  Dike  (2002)  agrees  that  the  utilization  of  instructional  materials increases the rate of learning, increases the learner’s interest, facilitates the retention of what has been learned and saves the teacher’s time and efforts. The use of instructional materials results in more effective learning of factual information and skills in less time than mere verbalization. This suggests that appropriate use of instructional materials could help to remove the difficulty associated with abstract study of ideas and could enhance students’ achievement.  Hence this study seeks to investigate the effect of video tapped instructional material on students’ achievement and interest in reading comprehension.

Videotaped instructional materials are the type of materials that provides a means of interactive instruction and is a very flexible medium. Having the ability to stop, start and rewind is absolutely invaluable. It provides the option to stop each video and challenge students to predict the outcome of a demonstration, and elaborate on, or debate a point of historical reference. In using the video tape instruction, the teacher has the option to rewind a section of the video, to review a segment in order to ensure that learners understand a key concept. The benefits of using video in education includes providing a sensory experience

that allows concepts and ideas to actually become an experience and come to life as students are guided through each adventure. According to Ogbu (2007) video is a powerful medium which combines both the visual and audio functions in one system. O’Connel and Martinez (2011) define video as an instructional tool by which information is relayed through video instead of the traditional tools such as the textbooks.

The use of video instruction could enhance student’s interest in the lesson. This is because the more interested and engaged students are, the more interactive each learning session is, the more students will enjoy, learn from and retain information from the lesson. Educational technologists are of the view that video-taped instruction has high potential in the  teaching  and  learning  situation  (Abubakar,  2001  and  Gambari  and  Adamu,2008). Gambari and Adamu (2008) affirmed that video-taped instruction like some other audio- visual aids can multiply and widen the channels of communication between the teacher and the students. Furthermore, Agommuoh and Nzewi (2003) reported that videotaped instruction has the qualities of providing a semi-permanent, complete and audiovisual record of events. They also claimed that it is a device that has the potentials of increasing the probability that students will learn more, retain better and thus improve performance. Alcoantara (2015) is of the opinion that videotaped instruction is one of the most influential of all the media for teaching as a result of its power of both sight and sound. In another contribution, Gupta and Sehgal (2012) assert that videotaped instruction reduces abstractions as well as boredom among students in the classroom. In the same Oermann, Webb and Ashare (2003) reiterated that the benefits of colour, sound and motion attached to videotaped package will be of interest to students who are the target of the study. This view is in agreement with weeks, Brubaker, Byrt,  Davis, Hamann and Reagan (2009) that fun and entertainment are natural ways through which students learn and this could be provided by videotaped instruction.

Instructional video could influence students’ achievement. Video is a very important example of instructional materials. Oguntuase (2008) defined it as a record on any medium through which a moving image may by any means be produced. They are derivative works which are usually based on original literacy, dramatic, musical and artistic works. It is a record on any medium based on original literacy, dramatic, musical and artistic works which when played on another medium to the senses of sight and hearing of the user(s). Video is an audio-visual instructional material. Audio-visual instructional materials are the instructional materials that appeal to senses of sight and hearing at the same time. Example of it is Video Compact Disc (VCD) that can be played on television, computer on any other medium that can  project  images  and  sounds.  Instructional  Video  is  teaching  and  learning  conducted through the use of a television monitor and a Digital Video Disc or Digital Versatile Disc (DVD). It is an optical disc with storage media format. The instructional video disc has a player which it uses to retrieve what has been stored into it. Both the video player and the television monitor require electricity to operate. When the disc is started on the television, it will play the content out to the hearing and sight of the students. For instance if a story on the weaknesses of democracy is put in DVD form, it can enable the learners learn about the evils of Nigeria democracy through the senses of sight and that of hearing. This could bring about mastery of the story, as the students will not only hear the story but see it.

Video is visually and auditory stimulating, and watching video can be an engaging experience for people of all ages. Use of video helps students remember important learning information because video promotes simultaneous processing of both auditory and visual information (Choi and Johnson, 2007). Choi and Johnson (2005) noted that learners had higher attention spans for video-based instruction than text-based instruction. Since video could be used to focus students’ attention on specific subject matter, teachers can use it to highlight important lesson information. Instructional video could be used to emphasize and

elaborate on specific points in a learning task (AlessiandTrollip, 2001). The motion in video could be used to highlight critical features of the subject matter. Choi and Johnson (2007) reported that the simultaneous processing of both auditory and visual information increases learner comprehension and retention.

Video-based instruction contributes to learner satisfaction in teaching and learning. Kamin, O’Sullivan, Deterding, and Younger (2003) state that students who learn using digital video engage in more critical thinking than those who are not exposed to instructional video. The  authors  further  reiterate  that  video  stimulate  cognitive  processes  thereby enhancing active learning. Due to the positive influence of video, teachers could use video to engage learners and promote their interest on the learning material. Any instructional video is expected to be organised in line with the lesson contents to improve learning. Teachers, to this end, need to ensure that the content of any video clip presented inside a learning content (programme) contains important information that is focused on learning objectives. If the content of the video is not in line with the stated objectives, it could affect students’ learning or lead to distraction.

To use instructional video in teaching reading comprehension in English language, electric power is needed to power the television and Digital Video Device (DVD). The television and the DVD will be connected to power source and will be powered on. Once the television and DVD Device are on, the video disc written with the comprehension passage will be slot in the DVD device which will show on the screen of the television. The television will then show the comprehension passage in an audio-visual form to the learners. The teacher will control the students as they watch the video to ensure there is no distraction. This could enhance students’ achievement and interest in the lesson.

Achievement is an important academic factor that has been identified to be influenced by teaching methods. It is the scholastic standing of a student at a given moment. It has to do

with the successful accomplishment of goal(s). Hence, academic achievement refers to the accomplishment of academic goals, the educational outcomes of students or rather the extent to which a student, a teacher or an instructor has achieved the stated educational objectives. Achievement is an important variable in teaching and learning. Achievement is the hallmark of every educational endeavour (Okeke, 2013).  Okeke sees achievement as a thing that somebody has done successfully using his/her efforts and skills. Achievements explain educational efforts of the students (Ugwoke, 2013). This suggests that students’ achievement is what the students can do with their efforts and skills. It refers to the degree or level of success attained at the end of an academic endeavour (Iwundu, 2001).

On the other hand, academic achievement could be seen as the level of success made in academic endeavour. According to Uroko (2010), academic achievement of individuals are learning outcomes of the individual. This includes the knowledge, skills and ideas acquired and/or gained through the course of the study within and outside the classroom situations (Ugwoke, 2013). Academic achievement connotes attainment in a school subject as indicated by a score or marks on a test (Okoro, 2001). It could be seen as the success the student record in their academic endeavours. Previous studies have shown that the use of different types of instructional media could enhance students’ and interest in learning different subjects Oermann, Webb,  and Ashare (2003), Osokoya (2007), Gambariand Adamu (2008),Weeks, Brubaker, Byrt,   Davis, Hamann & Reagan (2009), Alcoantara (2015). Based on these findings, this study seeks to investigate the effect of instructional video on students’ academic achievement and interest in reading comprehension.

Interest could be defined as the focusing of the sense organs on or giving attention to some person, activity, situation or object. It is an outcome of experience rather than gift. It could also be regarded as a pre-determinant of one’s perceptions that is, what aspect of the world one is mostly likely to see always. Interest is necessary in any teaching and learning

process. According to Krapp (1999), interest is a unique motivational variable, as well as a psychological  state that  occurs during  interactions  between  persons  and  their objects  of interest, and is characterized by increased attention and concentration. Hidi (2006) states that interest is a relatively enduring predisposition to re-engage with particular content, such as objects, events, ideas and task. Ainley in Raymond (2013) defines interest as a feeling that accompanies or causes special attention to an object or class of objects. It is emotionally oriented behavioural trait which determines a student’s urge and vigor to tackle educational programmes or other activities (Torty and Offorma, 2013). In essence, interest is a persisting inclination to pay attention to certain activities as a result of likeness developed in performing such activities or tasks. People perform better in activities they are interested in and could achieve less in activities they lack interest in. This suggests that interest is a motivational variable  that  could  influence  teaching  and  learning  activities  or  tasks.    Consequently, students’ interest in reading comprehension could enhance their academic achievement when exposed to appropriate instructional strategy. Apart from instructional video, gender could influence students’ academic achievement and interest in reading comprehension.

Gender is a set of characteristics distinguishing between male and female, particularly in the cases of men and women. Gender is a socio-cultural construct of ascribing characters and roles to sex such as male and females.  Gender refers to socially constructed roles, behaviour, activities and attributes that a given society considers appropriate for men or women World Health Organization (W.H.O, 2003). To Uzoegwu (2004), it is varied socially and culturally constructed roles, qualities and behaviour that are ascribed to men and women of different societies. On the issue of gender and achievement, many writers shared different views. For example, Connell (2003) was of the opinion that sex was not a relevant factor that should be reckoned with in predicting school achievement. On the other hand, Egbe, Mba and Nebechukwu (2010), in a study on effect of role-play method on secondary school students’

achievement in drama in Nsukka LGA of Enugu State document that gender is a significant factor in the achievement of students in drama in favour of males. However, in an earlier study, Okeke (1991) reports that boys were superior to girls in school achievement. Refuting this, Manasaray (1988), documents that girls perform significantly better than the boys. On the contrary, Onuoha (2010) is of the view that male and female students perform equally using concept mapping instructional strategy. From the foregoing expositions and the gaps indicated, it is necessary that an investigation be conducted on the effect of instructional video on senior secondary school students’ achievement and interest in reading comprehension.

Statement of the Problem

Reading comprehension is a vital aspect of the English language. Learners of the English language are expected to have a good reading and comprehension skills. However, many students seem to find reading and comprehension very difficult in this 21st  Century. This situation has caused a lot of problems in students’ academic achievement and interest in English language. The WAEC Chief Examiners’ Report has it that the students’ achievement in English language over the years has declined tremendously. Other studies have attributed the decline in academic achievement to the use of inappropriate instructional materials in teaching  the  English  language  and  lack  of  interest  among  the  senior  secondary  school students. However, some sources attribute the low academic achievement to poor retention of comprehension passage information, while others attribute it to gender. The problem of poor achievement and interest could be traced to methods and materials used in teaching. The dominant materials of teaching are conventional which, are mostly print materials (Textbooks/charts). The print instructional materials appeal to only the sense of sight. Hence, the researcher intends find out the effect of instructional video (audio-visual material) on students’ achievement and interest in English language. Thus, the main problem of this study

put in question form is thus: what is the effect of instructional video on senior secondary school students’ achievement and interest in reading comprehension in secondary schools in Nsukka Education Zone?

Purpose of the Study

The main purpose of this study was to determine the effect of videotape instructional media on secondary school students’ achievement and interest in English language reading comprehension in Nsukka Education Zone of Enugu State. Specifically, the study, found out the;

(1)         effect  of  instructional  media  on  students’  mean  achievement  scores  in  reading comprehension in senior secondary schools;

(2)        effect   of   instructional   media   on   students’   mean   interest   scores   in   reading comprehension in senior secondary schools;

(3)        influence   of   gender   on   the   students’   mean   achievement   scores   in   reading comprehension

(4)       influence of gender on the students’ mean interest scores in reading comprehension

(5)        interaction effect of instructional media and gender on students’ mean  achievement scores in reading comprehension in senior secondary schools

(6)        interaction effect of instructional media and gender on students’ mean interest scores in reading comprehension in senior secondary schools.

Significance of the Study

This study has theoretical practical significance. Theoretically, the study is anchored on  theory  of  cognitive  development  of  Jean  Piaget  1956.  Piaget’s  theory  proposes  that humans cannot be “given” information, which they immediately understand, and use. Instead, humans must “construct” their own knowledge. They build their knowledge through experience. Experiences enable them to create schemas. One important generalization of

Piagetian theory is role of the teacher. In a Piagetian classroom an important teacher role is to provide a rich environment for the spontaneous exploration of the child. A classroom filled with interesting things to explore encourages students to become active constructors of their own knowledge (their own schemas) through experiences that encourage assimilation and accommodation. In a Piagetian classroom, students must be given opportunities to construct knowledge through their own experiences. They cannot be “told” by the teacher. There is less emphasis on directly teaching specific skills and more emphasis on learning in a meaningful context. Technology, particularly multimedia, offers a vast array of such opportunities. With technology support such as videodisks and CD-ROMs, teachers can provide a learning environment that helps expand the conceptual and experiential background of the reader. The findings of this study will help to either strengthen or refute the emphasis of the constructivists’, Piaget’s theories on participatory learning.

The practical significance of this study is that it could be of immense benefit to the students, teachers, teacher training institutions curriculum decision makers and designers, and parents.

Students could benefit from the findings of this study in that they could be engaged in a more practical way of learning through the senses of hearing and sight (audio-visual). This practical learning could influence students’ academic achievement and interest in reading comprehension in external examinations.

The finding of this study could make the professional teachers implementing the English Language curriculum to make their teaching more lively, practical and interactive through appropriate use of video instructional materials in teaching appropriate topics in reading and comprehension. This may promote students’ interest and academic achievement in reading comprehension in senior secondary schools.

It could help teacher training institutions (faculties of education of universities, colleges of education and institutes of education) to produce teachers that would embrace the use of video instructional materials in teaching to enhance practical teaching and learning to enhance students’ interest and academic achievement. This would help reduce the failure rates among the students in external examinations.

The curriculum decision makers or designers could benefit in the sense that if the findings of the study are published, they will be acquainted with the information on the practical impact of video instructional materials on teaching and learning processes towards enhancing academic achievement and interest. This will help them to enhance their policy position  on  the effective monitoring of teachers  to  ensure their maximum  use of video instructional materials in teaching mostly now that many Nigerian children are no more interested in reading but in watching films/home videos.

The findings of this study could enhance the parents’ decision on the kinds of home videos their children or wards should be watching to promote academic achievement and retention. The parents would through the findings of the study be informed that there are many educative video cassettes in the market that they can buy for their children or wards to promote academic achievement and interest.

Scope of the Study

This study is on effect of instructional video on senior secondary school students’ achievement and interest in reading comprehension in secondary schools. The study was carried out in Nsukka Education Zone of Enugu State.. The reason for the choice of the comprehension passages is that they are popular passages that could be easily read and comprehended by an average learner irrespective of the learning difficulties.   Only SS11 students were involved for the study. The SSII students were used because they were not

preparing  for  external  examination  hence  could  be  more  relaxed  to  participate  in  the experiment than students in examination class.

Research Questions

The following research questions guided this study:

1)         What is the mean achievement scores of students taught reading comprehension using instructional video and those taught using print instructional materials in senior secondary schools?

2)         What is the mean interest scores of students taught reading comprehension using instructional video and those taught using print instructional materials in senior secondary schools?

3)         What is the influence of gender on students’ mean achievement scores in reading comprehension?

4)         What  is  the  influence  of  gender  on  students’  mean  interest  scores  in  reading comprehension?

5)         What is the interaction effect of instructional media and gender on students’ mean achievement scores in reading comprehension?

6)         What is the interaction effect of instructional media and gender on students’ mean interest scores in reading comprehension?

Hypotheses

The following null hypotheses were formulated to guide the study and were tested at

0.05 level of significance

HO1: There is no significant difference in the mean achievement scores of students taught reading comprehension using instructional video and those taught using print instructional materials in senior secondary schools.

HO2: There is no significant difference in the mean interest scores of students taught reading comprehension using instructional video and those taught using print instructional materials in senior secondary schools.

HO3:   There is no significant difference in the mean achievement scores of male and female

students’ in reading comprehension.

HO4:     There is no significant difference in the mean interest scores of male and female students in reading comprehension.

HO5:   There  is  no  significant  interaction  effect  of  instructional  media  and  gender  on

students’ mean achievement scores in reading comprehension.

HO6:   There  is  no  significant  interaction  effect  of  instructional  media  and  gender  on

students’ mean interest scores in reading comprehension.

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