Improving Secondary School Students' Achievement and Retention in Biology through Video-Based Multimedia Instruction

Autor/inn/en	Gambari, Amosa Isiaka; Yaki, Akawo Angwal; Gana, Eli S.; Ughovwa, Queen Eguono
Titel	Improving Secondary School Students' Achievement and Retention in Biology through Video-Based Multimedia Instruction
Quelle	In: InSight: A Journal of Scholarly Teaching, 9 (2014), S.78-91 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933-4850
Schlagwörter	Secondary School Students; Science Achievement; Biology; Student Improvement; Video Technology; Multimedia Instruction; Foreign Countries; Achievement Tests; Pretests Posttests; Statistical Significance; Experiments; Narration; Animation; Scores; Hypothesis Testing; Teaching Methods; Instructional Materials; Retention (Psychology); Nigeria + Suchen Sie Ihr Suchwort? Sekundarschüler; Biologie; Multimediales Lernen; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Erprobung; Hypothesenprüfung; Hypothesentest; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Merkfähigkeit
Abstract	The study examined the effects of video-based multimedia instruction on secondary school students' achievement and retention in biology. In Nigeria, 120 students (60 boys and 60 girls) were randomly selected from four secondary schools assigned either into one of three experimental groups: Animation + Narration; Animation + On-screen Text; Animation + Narration + On-screen Text or a control group. The pretest, posttest experimental, and control group design was adopted. A 50-item multiple-choice objective test termed Biology Achievement Test (BAT) was used for collecting data. The validated BAT was tested for reliability using Kuder Richardson (KR20), which yielded 0.89. T-test, analysis of covariance (ANCOVA), and Scheffe's post-hoc analysis were used in determining the significant differences among the four groups. The results showed that there was no statistically significant difference among the experimental groups. Generally, students under multimedia instruction performed better than their colleagues in the conventional teaching method. However, students in conventional teaching method had better retention than other groups. (As Provided).
Anmerkungen	Park University, Center for Excellence in Teaching and Learning. 8700 NW River Park Drive, Parkville, MO 64152. Tel: 816-584-6770; Fax: 308-224-3493; e-mail: cetl@park.edu; Web site: http://www.insightjournal.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10