EFFECTS OF DIGITAL VERSATILE DISC CONTENT PACKAGE ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND INTEREST IN SHORTHAND IN ANAMBRA STATE NIGERIA

ABSTRACT

There  is poor achievement  of Secondary school students  in shorthand  and small  number  of secondary  school  students  register  shorthand  in external  examinations  especially  in  Onitsha Education Zone of Anambra State. This study, therefore, focused on the effects of DVD content package on secondary school Students’ achievement and interest in Shorthand in Anambra State, Nigeria. The study specifically, aimed at determining the achievement and interest of secondary school male and female students in shorthand. In order to guide the study six research questions were answered and six null hypotheses were tested at .05 level of significance. The study was a quasi–experimental  one in which two co-educational secondary schools selected from nine (9) co-educational schools in Onitsha Education Zone were used. The population of the study was five thousand nine hundred and thirty-three (5,933) senior secondary school one (SSS1) students in the area. Two instruments (achievement test in shorthand and shorthand interest inventory) were used as the instruments for data collection. These instruments were validated by six experts. The  reliability  co-efficient  of the Achievement  Test stood  at .94  and  .the reliability  of the Shorthand Interest Inventory stood at .95. Mean was used in answering the research questions and the hypotheses were tested at .05 level of probability. Analysis of Covariance (ANCOVA) was also used to partial out the initial differences of the research subjects because intact classes were used in the study. The findings of the study were as follows: DVD content package had significant effect on secondary school students’ achievement and  interest in shorthand. Gender and  method  had  no  significant  effect  on  the  achievement  and  interest  of  secondary  school students in shorthand. These findings provided the basis for some related conclusions as follows: DVD content package enhanced students’ achievement and interest in shorthand, DVD content package gave equal  opportunity to male and female students in achieving  well in shorthand, DVD  content  package  is effective  in teaching  shorthand  and  in development  of  interest  in shorthand. Based on the findings, some recommendations were made such as: shorthand teachers should  use DVD content package  in teaching and curriculum planners should include use of DVD content package in teaching Shorthand.

CHAPTER ONE

INTRODUCTION

Background of the Study

Among all the myriad of components of the education process, curriculum seems to be the most ambiguous  because as a concept  it has many competing definitions.  This is because curriculum reflects societal characteristics and trends. People therefore tend to look at the curriculum based on their educational  aims and objectives,  beliefs,  and how these would be executed. People also gave many interpretations  to  curriculum.  Okobiah (2009) gave the following people’s interpretations:

    Curriculum is content.

    Curriculum is a programme of studies or a course of study.

      Curriculum  is  everything  that  goes  on  within  the  school  including  extra  class activities, guidance and interpersonal relationships.

    Curriculum is a series of experiences undergone by learners in school.

    Curriculum is that which an individual learner experiences as a result of schooling. Curriculum  is  a  vehicle  used  in  transmitting  all  these  interpretations.  For  Obi  (2010) curriculum is the vehicle for the transmission of social values, norms and orientations.

Obetta  and  Okide  (2011)  see  curriculum  as  a  broad  term  meant  to  include  the complete experience  of the learner while under the guidance and direction  of the  school. Ezeliora and Eze (2000) define it as a set of opportunities to engage the learner in or outside the  school  under  the  guidance  and  direction  of  the  school.  In  addition  Offorma  (2009) explains curriculum as course of study which is undertaken by learners in order to earn a certificate, diploma, degree or any other forms of academic awards. Curriculum is therefore the  totality  of  experiences,  opportunities,  courses,  subjects  and  activities  which  may be

academics or non-academics that school offers to the students. It is planned according to the

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educational objectives of a country. After passing through the experiences or the courses or the subjects as the case may be, the learners are issued certificates.

Shorthand is one of the subjects in secondary school curriculum. The 2004 edition of National Policy on education included Shorthand as one of the vocational subjects offered in the senior secondary school. Also the 2008 New Senior Secondary Educational Curriculum Structure at a Glance included Shorthand as one of the trade subjects.

Shorthand is a system of representing or writing English Language by symbols. It is the  art  of  representing   spoken   sounds  by  characters   or  symbols.   Shorthand   is  the representation of spoken sounds by signs (Ibegbu, 2011 and Pitman, 1978). Igbonoba (2004) defined shorthand as a skill subject which involves the use of the head, the heart and the hand in quick response to spoken words. It is a symbolic system of writing method that increases speed of writing as compared to a normal method of writing a language. For Odea, Sykes, Watson and Williams (1999) Shorthand is a way of rapidly writing spoken sounds. Ile (1999) explained shorthand as science or art of writing spoken sounds by characters. Also Njumogu and Njumogu (2010) see shorthand as art of representing spoken sounds by signs.

Shorthand enables someone who is well trained in it to write as people speak. This art of writing as people speak is not possible in longhand. For Ezenwafor (2009) shorthand is bedrock of stenograph which enables confidential secretaries to write spoken sounds at such a high speed as 100 and 120 words per minute which is practically impossible in longhand. Shorthand has been with the society for long.

The earliest form of shorthand system is from Ancient Greece. For Westfall (1963), the earliest form of shorthand, which is from Aeropolice stone, is from Ancient Greece. Some ancient  form  of shorthand,  were used before  this time.  For example,  Shorthand  of Tyro Cicero’s Amanuensis was used for centuries before 1599 when Timothy Bright published his

500-odd symbols for words. In 1602 Rev. John Willis published the Art of Stenography. A French system was developed by Jacques in 1651 and a German system  of shorthand was

developed  in 1679. Also, modern looking geometric  shorthand  was introduced  with  John Byron’s New Universal Shorthand of 1720. Samuel Taylor published his own similar system in 1786. The Pitman shorthand, which was introduced first by Sir Isaac Pitman in 1837, is in use in Nigeria  although  in USA  and some other parts of the  world,  it has  been  largely superseded by the Gregg shorthand that was first published in 1888. The process of writing Shorthand is called stenography.

There are many systems of shorthand namely; Sloan, Pitman 2000, New Era, Gregg, Teeline and Speedwriting.  Pitman 2000 is used for this study. Pitman shorthand  system is based on phonetics. In Pitman shorthand there are consonants and vowels and all the sounds produced in the speech are divided into consonants and vowels.

Consonants  are  those  sounds  which  are  produced  only  when  the  breath  is  held partially or completely.  In Pitman 2000, there are 24 consonants with 26  characters. Two consonants  namely R and H have two characters each. Consonant R  has r up and r down while  consonant  H  has  h  up  and  h  down.  Consonants  are  in  form  of  alphabets  while characters are the signs or symbols which are used in representing the consonants.   Vowels are represented  by dots and dashes. There are six  long vowel sounds and six short vowel sounds. There are also three vowel places and three vowel positions.

In Pitman 2000 shorthand there exists some short forms and phrases. Short forms are frequently occurring words. Examples, of short forms are: go, do, are, they, to, and, of, is, be, but, it, the, too, two, which, who, come, give, them and others. Phrases are joining of two or more words together.   A typical shorthand system provides symbols for common phrases. Examples of phases are: to-the, is-the, on-the, it-is-the, give-the, come-to-the, give-them-the, they-are  and others. Short forms and phrases are important  because  they help  in writing shorthand very fast.

There are some principles  or rules or guides in writing shorthand.  Some of  these principles are:

    Do not write shorthand on a plain paper.

    Do not use light pencil or blue pen in writing shorthand.

    Master each lesson or topic or outline taught before going to another.

    Shorthand is written according to sounds.

    The first vowel sound in a word determines the position of the consonant.

The above principles are important in teaching and learning shorthand in secondary school. The principles and guidelines stated above are also highlighted by Igbonoba (2004). He stated that teachers should teach correct outline information, teach theory and speed stimultenuosly and should not teach too many concepts at a time. Shorthand  teachers in secondary school should endeavour to do these things listed above so as to help secondary school students in improving their achievement  in the subject. In  addition shorthand  is an important subject. This is because  shorthand  allows  someone  that is well trained  in the system  to write  as quickly as people speak.

The importance of Shorthand to people like the senior secondary school one students who may be future secretaries, journalists and others who need to write down or report on what people say or speak with speed makes it necessary to look at  Digital  Versatile Disc (DVD) content package (pre-recorded  shorthand  demonstrations  that can be used to teach students) as a way of improving instruction, students’ achievement and interest in the subject. For instance, shorthand helps students to copy down what their teachers or lecturers give to them during lectures. Shorthand students benefit from shorthand. This is seen when shorthand students make accurate lecture notes. Secretaries use shorthand to jot down the minutes of the meeting. Shorthand has been as old as secretaries in performing their work. Okeke (2004) observed that shorthand is as old as the secretarial education curriculum in different parts of the world.  Journalists  and  reporters  use shorthand  to  jot down what they publish  in the newspapers. Thus there is need to drill secondary school students in shorthand so as to master it.

Shorthand  requires  a lot of drill and practice  so as to  increase  students’  skill  in writing  it. For Enemo  (2007) drilling  is one of the methods of teaching shorthand.  Also Ibegbu (2011) stated that shorthand requires a lot of practice so that student can learn the skill in writing the characters.  Drill and practice  programmes,  make it possible  for  secondary school students to learn materials already introduced to them in shorthand. For Akudolu cited in Okwo  and  Ike (1996)  drill and  practice  programmes  help  students  to learn materials already introduced to them. This idea enables students to practice the  learning content to a degree of mastery.

Drilling helps secondary school students to learn the skill in writing shorthand.   For effective drilling and practice there is need to look for a device like DVD content package that will help  secondary school students  in acquiring  the skill in writing  shorthand.  The device may replace the traditional or conventional method of using a tape recorder for private or home and class drilling. Tape recorder is commonly used by shorthand students and some of the students see it as a traditional way of learning how to write shorthand very fast.

Usually there are some conventional methods of teaching Shorthand subject. That is some formal ways of teaching this subject without  Digital Versatile  Disc  (DVD)  content package. For instance, one of the ways is the use of only chalk board  in representing the shorthand outlines and oral dictations as well as use of tape recorders by students working without the help of a teacher. Other examples of such conventional or traditional methods are:  Lecture  Method,  Discussion  Method,  Problem-Solving  Method,  drilling  of  students without  the  use  of  DVD  content  package  and  others.  So,  shorthand  students  use  tape recorders  as  a  conventional  method  of  learning  how  to  increase  their  speed  in  writing shorthand. This tape recorder can be replaced with DVD content package.

DVD is an audio-visual teaching and learning material, while tape recorder is only audio material. In DVD content package students see and at the same time hear what is being presented to them. In tape recorder students only hear what is being presented to them. Both

DVD and tape recorder do not replace the teacher and they are not the same as teachers. The use of DVD content package and tape recorder in teaching require the presence of the teacher in the class. It may be better to use DVD content package than  the traditional method.

Another  conventional  method  of  teaching  shorthand  is  lecture  method.  Lecture method is where a teacher delivers his lecture by standing in front of the  class  while his students sit down and listen. Some students who can copy fast write  down the notes and others who are slow writers copy from those who write fast at the end of the lesson. Lecture method is not commonly used in teaching secondary school students. Ibemesi (2003) stated that lecture method is not good for learning of skills. Since lecture method as a conventional method is not good for learning of skill, conventional method may be monotonous and boring to shorthand students in secondary school. This is because when secondary school students are not taught with variety of techniques, the conventional method becomes monotonous and the lesson especially shorthand lesson becomes boring to them.

The conventional method of teaching this subject is monotonous,  boring and  has many deficiencies.  Some of these deficiencies  as listed by Okwo  cited in Okwo  and Ike (1996) are as follows: Pyramidal structure, fixed model, limited role,  individual teachers’ responsibility and isolation.

The  pyramidal  structure  provides  for  the  school  head  under  whose  authority  is progressively  subordinated   the  Heads  of  Departments,  teachers  and  learners  who   are organized in classes. This makes information to flow from up to down.  Thus the teacher may not be a teacher and a facilitator of learning.  He may not bother himself with the use of many devices in teaching especially shorthand teacher. He only passes information to learners.

The traditional or conventional approach operates a fixed model in which classrooms; periods, class size and arrangement of learning space are fixed irrespective of the nature of task, needs and number of the learners.  It lacks inbuilt flexible mechanism.

The limited  role does not allow the teacher to perform different  functions,  which he/she is expected to perform.   The traditional structure assigns a teacher to teaching task; there is a limit to other functions relevant to the learning process that a teacher can perform successfully.

In individual teacher’s responsibility, when a teacher is assigned a subject, course or task, it is expected that he should assign, implement and evaluate instruction based on the prescribed content, whether or not he is knowledgeable in all the aspects of the content.  This gives rise to skipping of some content.   For instance in shorthand teaching and learning, a shorthand teacher, whose way of talking is affecting his dictation, may use other experts’ recorded dictations in new technology devices and bring them into classroom for his dictation drilling of the students.

In conventional methods, teachers especially shorthand teachers are isolated from one another as each does it all alone in the department and assigned classroom.   Consequently, teachers’  growth  especially  that  of shorthand  teachers  is stunted  as he  does  not use the illustrations of other experts and students are not exposed to those expert illustrations.

The traditional method of teaching this subject especially the lecture method  also makes secondary  school students to be passive  in learning shorthand.  For Ibegbu  (2010) lecture method makes students to be passive and teacher to be active.   It does  not allow shorthand students to participate actively in the class and some of them may even fall asleep during  lessons.  Nworgu  and  Okereke  (2011)  stated  that  traditional  method  subjects  the learner to passive role. Also traditional method makes the teacher all in all in the classroom setting (Akpan,  Usoro, Akpan and Epko, 2010). For Mills  (1979) cited in Ibegbu (2010) traditional method of teaching like lecture method  offers  no scope for class participation. There  is then the  need  to use some devices  that may arouse  secondary school students’ interest and enhance achievement in shorthand as well as make secondary school students to participate actively in shorthand class. In addition, the traditional method alone without any

device usage can bring argument between secondary school students in the class.  This  is found in discussion method,

The discussion method, which is a traditional method, may generate a lot of argument among secondary school students  in shorthand.  That is discussion method  may lead to a strong argument between a group of secondary school students who  support one view and another group of secondary school students who opposes it. Ibegbu (2010) maintained that discussion method brings a lot of arguments among students. Also problem-solving method, which is a traditional method, takes time, as secondary school students in shorthand have to solve the problem on their own. This may confuse and discourage them, especially when they are devising a means of writing very fast in shorthand.

Apart  from  the  deficiencies  of  the  traditional  method,  government  policy  also constitutes another deficiency. The 2004 edition of the National Policy on Education made shorthand  an elective subject which was to be selected by a senior  secondary school one student among other vocational subjects. By 2008, just after a period of four years, the New Senior Secondary School Educational Curriculum included shorthand as one of the 35 trade subjects. These two policies might have affected the  number of secondary school students that  register  shorthand  in  external  examinations  and  achievement  of  secondary  school students in shorthand as some brilliant students may prefer other subjects.

The deficiencies explained on page eight (8) and the deficiencies of passiveness and argument as well as deficiency arising from government policy might have contributed to the poor  achievement  of secondary  school  students  in shorthand.  Data  collected  from  West African  Examination  Council  (WAEC)  also  showed  that   students  achieved  poorly  in Shorthand.  The  data  which  is  attached  as  appendix  A  shows  students’  achievement  in shorthand from 2005-2009 in WAEC.

From the performances, in 2005, 60 students scored credit and above. This decreases to 59 students in 2006, 42 students in 2007, 43 in 2008 and increased just to 74 in 2009. For

the 5 years, more than 50% on the average of total entry failed it. Thus students’ achievement in Shorthand is going down. It is not encouraging. In addition, in 2005 total entry was 543 students. This reduced to 480 students in 2006. This shows that  students are not showing interest in the subject. Although in 2007 and 2008, the total entry increased to 549 and 543 students, but only 42 and 43 students scored credit and above respectively. Though the result improved in 2009 only 247 students sat for the subject.

This may be attributed to traditional method of teaching this subject without the use of a device  content  package.  This  makes  one  to  start  looking  for  innovative  methods  and techniques as well as usage of some devices’ content package in teaching and learning of shorthand  in secondary school. Teaching and learning in secondary school call for use of different media and technology in order to improve students’  achievement  and interest in many subjects including Shorthand. Hence, the use of Digital Versatile Disc (DVD) content package in teaching and learning of shorthand in secondary school.

A Digital Versatile Disc or Digital Video Disc is a type of optical disc technology that processes data very fast. DVD holds a minimum of 4.7GB of data. For Robert (2007) DVD is an optical  disc technology  similar  to  the  CD-Rom  that can  hold  minimum  of  4.7GB  of information. DVD specification supports disk with capacities of from 4.7GB to 17GB and assess rates of 600K Bps to 1.3MBps. It uses Moving Pictures Experts Group (MPEG) -2 to compress video data. DVD is an audio-visual aid. Olanrewaju  (2006) believed that audio- visual materials are basic multimedia approaches to instruction as they facilitate teaching and learning.  It  originated  with  presentation  of  movie.  Johnson  (2009)  stated  that  DVD  is commonly  used  as  a  medium  for  digital  presentation  of  movies  and  other  multimedia presentations  that  combine  sound  with  graphics.  Digital  Versatile  Disc  is  an  electronic technology and an audio-visual teaching aid that stores a lot of messages or information or data which are presented to people or students. It can be used to present lessons to secondary

school students in Shorthand. It was invented in Japan in 1996 and the following year 1997

DVD player was introduced.

DVD  has  a  higher  storage  than  VCD  (Video  Compact  Disc).  It  stores  more information or data than VCD.  For Igwebuke (2005) DVD is an electronic digital disk that has extensive database. It can accept CD (Compact  Disc) and VCD plates.  In  addition, a DVD plate can play for more than three hours and can take a  full-length  movie. It is an electronic technology with high storage. An electronic technology has potential increase in electronic information (Awale-Ale, 2005). Since DVD can play, part one, part two and even part three of a movie that is lengthy. Then, a DVD plate can store important topics for class drilling and demonstrations that will cover up to half a terms’ scheme of work in a subject especially Shorthand in secondary school. DVD content package in this study is DVD plate that contains the recordings of the illustrations and demonstrations of the important topics in a month’s scheme of work of senior secondary school one students in shorthand.

DVD content  package  is a technology oriented  audio-visual  material  that  can  be applied  to  shorthand  instruction.    It  can  as well be  replayed  or  forwarded  so  as  to  re- emphasize important matters or skills and reduce argument or confusion among secondary school students in shorthand.   Nwachukwu  (2001) maintained  that exercise  recorded  with video eliminates the frequent argument that accompanies audio tape  replays. Audio-visual technology also helps to bring the lesson close to secondary school students in shorthand. With technology, shorthand teachers can come close to ensure that the fast secondary school student moves ahead at a place adjusted to his capacity and the slow secondary school student knows each lesson before he is allowed to move ahead in shorthand.

DVD  content  package  works  with  television  and  provides  a  way  that  helps  to overcome  learning  barriers  for  many  secondary  school  students  in  shorthand  without demanding high verbal proficiency. It contributes a lot in teaching and learning of shorthand. DVD  content  package  with television  technology  has the  power  to  improve  educational

outcomes especially in secondary school students in shorthand. DVD content package with television and other technology devices offer a great advantage to teaching and  learning of shorthand to secondary school students especially where their way or pattern of operation is in agreement with the ways in which shorthand teachers teach and shorthand students learn. Akubuilo (2011) stated that new technology based models of teaching and learning have the power to dramatically improve educational outcomes. In addition, specialized  subject area instructors can be utilized throughout the educational system network and versatile recorder. DVD  content  package  with  television  enables  a  shorthand  teacher  to  bring  prerecorded demonstrations to the class that would otherwise be impossible to do in the classroom. When a variety of enriched DVD content package with television is added to the regular instruction, it may enhance  the usefulness  and  may improve  instruction  as well as achievement  and interest of secondary school students in shorthand..

Television  is  one  of  the  media  that  has  attracted  teachers’  attention  especially shorthand teachers in teaching and learning. It helps secondary school students to have the same  information  at  the  same  time  in  shorthand.  With  television  some  illustrations  and demonstrations which can not be made available are brought into class by shorthand teachers. Umeron (2006) stated that television provides learning and teaching resources which might not  have  been  available.  Television  can  be  used  to  present  any  kind  of  instruction  to secondary school students and it makes secondary school students learn more especially in shorthand. Also television makes it possible for the performance of the shorthand teacher and students  in secondary  school to be  recorded,  analyzed,  reported,  compared,  accessed  and determined or measured correctly.

Learners, especially secondary school students like to watch DVD both at home and school weekend social nights. Thus if DVD content package is brought into classroom, it may enhance secondary school students’ achievement and interest in shorthand.   In teaching and learning, when a child pays attention to a subject, it means that the child is interested in the

subject. Ezenwafor (2007) stated that when students are interested in their course of study they will make every effort to learn. Interested shorthand students make effort to learn.

Interest occurs in shorthand when a secondary school student wants to know more and learn more of the subject. Interest also occurs when a secondary school student is eager to write more words per minute in shorthand.  It is then necessary for shorthand  teachers  to improve secondary school students’ interest in their subject. This is  because  interest adds enjoyment  and satisfaction to a child’s life.   As long as a  secondary school student finds enjoyment or satisfaction in writing shorthand; he continues to be interested in it. This is the law of effect by the Stimulus -Response learning theorists.  Once secondary school students are physically and mentally ready to learn shorthand, they are ready to show interest in the subject.  The only thing  remaining is to  create  the opportunity  for  the  secondary  school students to show  interest  in shorthand,  hence usage of DVD content package  in teaching shorthand so as to give secondary school students opportunity to show interest in the subject.

Interest occurs in teaching and learning when a student masters the skills, facts and becomes competent in a subject. Interest refers to showing of a sense of concern or curiosity in acquiring knowledge in a subject (wordnetweb.princeton.edu/Perl/web). Interest occurs in shorthand  when a secondary school student masters how to write  shorthand  and becomes competent  in it. There  are some principles  of creating  students interests.  Some of these principles are; inducing thinking, creating sense of progress, sustaining the state of suspense, setting of goals and creating of humor.   There are also some techniques for creating and maintaining interest. Some of these techniques are: arousing feeling of need by illustrations and personal experiences. This is shown in the DVD content package. Other techniques are: use of a variety of teaching techniques, use of multiple sensory teaching and learning aids, use of real world examples and situations and being professional.

It is important to note that there are some values of interest to the child. Some of these values of interest to the child are given by Awoniyi (1985). They are:

    It serves as a great motivation.

      It provides  the teacher  with the teachable  moment  when the children  show  keen interest.

    It aids success and makes the child gainfully occupied.

    Interest adds enjoyment and satisfaction to a child’s life.

As soon as students’ interest is improved, it may lead to enhancement of their achievement in the subject.

In  shorthand,  secondary  school  students  show  interest  by  attending  lessons  and participating actively in the class. They also show interest by writing shorthand  dictations very fast. In order to increase and maintain secondary school students’ interest in shorthand, there is need to use a variety of teaching and learning techniques, resources and devices, of which DVD content package is one. Igbonoba 2004 discovered that interest can be developed through the use of variety of techniques. If DVD content  package is used it may increase interest and may also increase achievement in secondary school students in shorthand.

Achievement   is   the   act   of   accomplishing   or   finishing   a   task   successfully. Achievement occurs when secondary school student successfully writes down the required number of words per minute in shorthand.  Ibegbu (2011) stated that when a task or work is accomplished  successfully by exertion or skill or practice it  becomes achievement.     For Ngeng (2009) achievement  in a subject is knowledge  successfully attained in that subject. When a task is accomplished successfully by skill or practice or perseverance, it becomes an achievement. Achievement comes when a  goal is completed successfully.   In teaching and learning  achievement  represents  how  much  skill  or  knowledge  a  child  has  attained  or acquired.  In shorthand, achievement represents how many words a child can write correctly in a minute. Achievement in shorthand is therefore the number of words per minute which a secondary school student can successfully write.

Usually, standardized tests or teacher made tests are used in measuring achievement. In this study achievement test is used to measure secondary school students’ achievement in shorthand. Achievement tests are, therefore, designed to determine successes or failures in specific areas of the subjects or other experiences  in  the school curriculum.  Achievement tests  also  help  the  teacher  to  know  the  different  areas  of  weaknesses  and  strengths  of secondary school students in a subject  especially  shorthand. This means that achievement tests help to show how secondary school students perform in different subjects they do in school including shorthand. The scores of students’ achievements are recorded in the report sheets which are kept in the school. Great achievements of students bring joy to them while failures bring grief  or  sadness to them. Adiun and Ajetunmod  (1998)  maintained  that as achievements and failures are recorded, these records may either serve as the basis of joy or grief when they are compared with the activities of corresponding periods of time and money.

Achievement may also be shown according to gender, that is, gender differences in achievement, which involves male and female achievements.  Gender is a central construct in human societies and there is need to be conscious of gender issues because of its pervasive influence in the society (Obi 2010). Gender refers to the socially or  culturally constructed characters, roles, and qualities which different societies ascribe to males and females varying from one society to another and at different times in history (Ajaero, 2003). Also Emarievbe and  Omoraka  (2010)  explain  gender  as the  social,  cultural  and  psychological  attributes, characters, qualities, behaviours, roles and  responsibilities that different societies ascribe to females and males. Azikiwe (2005)  adds that gender includes the behavior and disposition that culture assigns to each sex. Obi believed that if gender issues are brought to the realm of education and implemented  with enthusiasm, students may have equitable opportunities at home, in the school and in the wider society. Gender therefore refers to the roles, characters, features,  qualities,  behaviours,  responsibilities,  attributes  which  are  social,  cultural  and psychological  that different societies ascribe to males and females. In this study gender is

focused as the roles and behavious which secondary school male and female students exhibit in the areas of interest and achievement in shorthand. There are some roles and behaviours that differentiate girls from boys. Some of these roles and behaviours that differentiate girls from boys may be as a result of how their brains work.

Reinhard (1998) stated that scientists have discovered that some of the behaviours that differentiate boys from girls are the result of differences in the way that their brains develop. He gave example by saying that in girls their language areas of brain develop early while in boys,  the  visual-spatial  areas  of  the  brain  develop  first.  Thus,  it  is  possible  to  show achievement  of different  subjects including  secondary school  Shorthand  according to sex differences.

Macknnon and Statham (1999) illustrated sex differences in achievement in different popular subjects at General Certificate School Examination (GCSC) in England. Hence, if DVD is used in teaching students especially in teaching them shorthand in secondary school, it may have the same effect on both male and female students and so close the gap.

Offorma cited in Offorma (2009) stated that songs had influence on secondary school students’  performance  in French.  The findings  of the study showed  that  female  students taught with songs achieved higher than those taught without songs.  She explained that the findings were in line with the psychological principle concerning the acquisition of language skills and competence which indicated that adolescent girls acquired the skills more rapidly than adolescent boys. In the same manner when DVD content package was used in teaching shorthand to secondary school students, which is phonetics, DVD content package helped the secondary  school students  to achieve  highly.  Also  DVD content  package  closed  the  gap between  secondary  school  male  and  female  students  in  the  roles  and  behaviours  they exhibited in the areas of interest and achievement in shorthand. Therefore, this study dealt also with the effect of DVD content package usage on gender.

Statement of the Problem

Students’ achievement in Shorthand at Senior Secondary School

Certificate Examinations  has been poor (West African Examination Council reports  2005,

2006,  2007,  2008  and  2009).  Thus,  the  achievement  and  interest  of  secondary  School students in shorthand are worrisome.

This poor performance may be as a result of the conventional method used in teaching them this subject. For example, drilling secondary school students with oral dictation may be boring to students. The custom of using tape recorder may not be interesting to the secondary school students. Also the number of students that offer this subject in senior secondary school certificate examination (SSCE) is very small. For instance in 2005, the number of students that registered shorthand in Nigeria was 543. This went down to 480 in 2006. In 2007 and

2008 the number increased to 549 and 543 respectfully. Then in 2009, the number of students decreased drastically to 247 in the whole country. Although this fall in the number of students that register the subject may also be attributed to government  policy of 2004 which made shorthand an elective subject among many vocational subjects. Another government policy (2008  Police  on  Education)  which  included  shorthand  as  one  of  the  35  trade  subjects compounded the problem. Their level of pass for the 5 years is also not encouraging. The percentage pass at credit level was below 50%. This is alarming. Hence the problem of this study is what is the effect of DVD content package on the achievement and interest of the Secondary School students in Shorthand?

Significance of the Study

The significance of the study is derived from the theoretical and practical bases of effects of DVD content package on secondary school students’ achievement and interest in shorthand.  It was hoped that the findings of this study would be beneficial  to secondary school students, shorthand  teachers, curriculum planners, secondary school  administrators, researchers and secondary school textbook writers when published.

Theoretically,  Thorndike’s  theory is beneficial and relevant  to shorthand  learning. When the students are exposed to DVD content package and they experienced  success in

shorthand, Thorndike’s theory of formation of bond increases their interest in the subject and consequently improves the number of words they write per minute in shorthand. The use of DVD content package makes the learning experience to be organized in such a way that the students will have some degree of confidence and success in their work. Also Thorndike’s law of use improves students’ achievement.

This  study  is  beneficial  to  secondary  school  students  especially  those   senior secondary school class one (SSS1) students used in the study. Any experience the students are exposed to in their environment in the process of learning shorthand with DVD content package would go a long way in enhancing their cognitive domain.   Thus this study would help in developing the mental abilities of the secondary school students in shorthand while teaching them the topics with DVD content package.  Secondary school students can also benefit  from  this  study because  DVD  content  package  might  develop  secondary  school students’ interest in shorthand. This might in turn help secondary school students to retain what they are taught in shorthand and so improve their achievement.

The findings of this study may sensitize teachers of secondary schools to use  such devices  in teaching  their  subjects  to  secondary  school students,  especially  DVD  content package  as a new  technology.  Also  if the use  of DVD  content  package  turns  out to be effective, shorthand teachers might benefit by using it to increase secondary school students’ interest and achievement in shorthand. The Shorthand teacher would benefit from the study because when they use DVD content package in teaching, it would help them to achieve the objectives of their lesson in secondary school.

This  study  would  also  be  beneficial  to  shorthand  teachers  to  use  DVD  content package in drilling secondary school students in shorthand.  When shorthand  teachers use DVD content package  in drilling secondary school students,  it may make  the teachers  to achieve the number of words required per minute in the lesson. This  in  turn can lead to increase in the number of words secondary school students achieve in writing shorthand. In

addition DVD content package may help shorthand  teachers to improve secondary school students’ achievement in internal and external examinations.

The outcome of this study is beneficial to curriculum planners. This is because  the study would make curriculum planners to be aware of the effects of DVD content package on students’ achievement and interest. In addition, the curriculum planners would benefit from the study because they might include DVD content package as one of the devices that can be used in implementing secondary school curriculum in shorthand  and other subjects. This is because   when  planning   curriculum   the  devices   and   techniques   that  would   help   in implementing the curriculum are included. DVD content package might be one of the devices that are used in implementing secondary school curriculum.

This study would also be beneficial to secondary school administrators or principals. This  would  help  secondary  school  administrators   to  achieve  the   objectives  of  their educational  programs  and  management.  Through  the  findings  of  this  study,  the  school administrators and principals would become aware of the benefits of DVD content package in teaching  shorthand  to  secondary  school  students.  Then  they would  encourage  shorthand teachers to use DVD content package in teaching shorthand.

Moreover,  it  is  expected  that  the  study  would  be  of  benefit  to  researchers  in shorthand.  It may serve as available data for future researchers  on efficient  and  effective devices and techniques of teaching shorthand to secondary school students so as to increase their interest and achievement.   It would also open up more areas of research in the use of innovative  devices  in  teaching  and  learning  shorthand  so  as   to  improve  instruction, achievement and interest of secondary school students in shorthand as well as other subjects.

Secondary school textbook writers are not left out of the benefits of this study.   The findings may make secondary school text book writers in shorthand to become aware of the advantages or merits of the use of this device and so include the use of DVD content package in their text books.

Furthermore, the study would lead to increase in enrolment of shorthand students in secondary schools and Senior Secondary School Certificate Examination (SSCE) as use of DVD content package may increase secondary school students’ achievement and interest in the subject.

Purpose of the Study

The purpose of this study was to find out the effects of DVD content package usage on secondary school student’s achievement and interest in shorthand.

Specifically, the study was carried out to:

1.   Determine the achievement of secondary school students taught shorthand using DVD

content package and those taught using conventional method.

2.   Find out the achievement of secondary school male and female students in shorthand.

3.   Find out the interaction effect of method and gender on secondary school students’

achievement in shorthand

4.   Determine the interest ratings of secondary school students taught shorthand  using

DVD content package and those using conventional method.

5.   Find  out  the  interest  ratings  of  secondary  school  male  and  female  students  in shorthand.

6.   Find out the interaction effect of method and gender on secondary school students’

interest ratings in shorthand.

Scope of Study

The study was carried out in Onitsha Education Zone of Anambra State in Nigeria. The study was focused on the effect of DVD content package usage on students’ achievement and interest in Shorthand. Specifically the study aimed at determining the achievement and interest of secondary school male and female students in shorthand. The DVD which is an audio-visual aid in teaching contained the recordings prepared by the researcher for teaching shorthand in secondary school starting from concrete learning experience of the first six pairs

of shorthand outlines and vowels positions to the writing of dictation with more  complex abstract shorthand characters so as to obtain the mastering of the subject by the student. The students  covered  the  meaning  and  importance  of  shorthand,  the  first  six  down  strokes, consonants  F, V, K, and G, as well as vowels. The study also  covered second place and position of long vowels ‘O’ and ‘A’. Short forms like circle /s/ for is, it, the, is-the, it-is, it-is- the, to-the, and other simple short forms and phrases.

Research Questions

To guide this study, the following research questions were posed:

I.     What are the mean achievement scores of secondary school students taught shorthand using DVD content package and those taught using the traditional or  conventional method?

II.      What are the mean achievement scores of secondary school male and female students in shorthand?

III.      What are the interaction effects of method and gender on secondary school students’

mean achievement scores in shorthand?

IV.      What are the mean interest scores of secondary school students taught shorthand using

DVD content package and those taught by conventional method?

V.      What are the mean interest scores of secondary school male and female students in shorthand?

VI.      What are the interaction effects of method and gender on secondary school students’

mean interest scores in shorthand?

Research Hypotheses

The following null hypotheses were tested at .05 levels of significance:

Ho1. There is no significant difference in the mean achievement scores of students in secondary school taught shorthand using DVD content package and those taught using conventional method.

Ho2. There is no significant difference in the mean achievement scores of secondary school male and female students in shorthand.

Ho3. There is no significant interaction effect of method and gender on secondary school students’ mean achievement scores in shorthand.

Ho4. There is no significant difference in the mean interest scores of secondary school students taught shorthand using DVD content package and those taught using conventional method.

Ho5. There is no significant difference in the mean interest scores of male and female students in shorthand.

Ho6. There is no significant interaction effect of method and gender on secondary school students’ mean interest scores in shorthand.

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