Tag Archives: video technology

Influence of Fieldtrips and Video Technology Methods on Students’ Interest in Social Studies (Published)

The study examined the influence of fieldtrips and video technology on students’ interest in Social Studies in Port Harcourt Local Government Area of Rivers State. One research question and a corresponding hypothesis guided the study. The study adopted the quasi-experimental design which made use of pre-test, post-test, non-randomized, non-equivalent, control group design. From a population of 6, 240 Social Studies students which are made up of 2, 467 males and 3, 773 females of 13 schools in Port Harcourt LGA, 195 JSS II Social Studies students of three intact classes randomly drawn from three Government co-educational Secondary Schools constituted the sample for the study. The instrument for data collection was a researcher constructed questionnaire, titled, “Social Studies Students Interest Questionnaire (SSSIQ)” which was designed on a 4 point Likert like scale of VGE= Very Great Extent, GE=Great Extent, LE=Low Extent, and VLE=Very Low Extent, with 10 items statement, requiring the students to state their interest level on the instructional strategies before and after the instruction. The instrument was validated and had a reliability coefficient of 0.63 through Pearson Product Moment Correlation technique for a measure of its stability over time. The study was conducted for seven (7) weeks but, the main instruction lasted for four (4) weeks. The pre-interest score and the post-interest scores were then subjected to statistical analysis via Mean, standard deviation and analysis of covariance (ANCOVA). The results obtained showed that there was an increase in the level of students’ interest on both instructional strategies after been taught. Furthermore, there was no significant difference in the interest of Social Studies students taught with fieldtrips and those taught with video technology. Based on the finding, it was concluded that both methods of teaching equally influences students’ interest in studying Social studies. Thus, it is recommended that educational policy makers should encourage the use of field-trips and video-technology which has the capacity of arousing students’ interest, and this will in turn facilitate learning that will promote academic success.

Keywords: Interest, Social Studies, fieldtrips, video technology

Gender Difference in Fieldtrip and Video Technology Methods of Teaching Social Studies in Junior Secondary Schools (Published)

The study investigated gender difference in fieldtrips and video-technology methods in teaching Social studies in Junior Secondary Schools in Port Harcourt Local Government Area of Rivers state. Two research questions and two hypotheses guided the study. The research design adopted for this study was a quasi-experimental design which made use of pre-test, post-test, non-randomized, non-equivalent, control group design. From a population of 6, 240 Social Studies students which are made up of 2, 467 males and 3, 773 females of 13 schools in Port Harcourt LGA, 195 JSS II Social Studies students of three intact classes randomly drawn from three Government co-educational Secondary Schools constituted the sample for the study. The instrument for data collection was an achievement test constructed by the researcher, titled, “Social Studies Achievement Test (SSAT)”. The Social studies Achievement Test (SSAT) is a multiple choice objective test consisting of twenty five (25) items with five options (A-E). The test instrument was validated and had a reliability coefficient of 0.87 through Kuder-Richardson 20 (KR20) formula as a measure of the instrument internal consistency. The study was conducted for seven (7) weeks. The second week for obtaining the pre-test score while the 7th week for posttest scores. The main instruction lasted for four (4) weeks. Mean, standard deviation and analysis of covariance (ANCOVA) were the statistical tools used for analyses. The hypotheses were tested at 0.05 level of significance. The results of the study showed that there is a significant difference in the mean achievement score of male students taught with fieldtrips and those taught with video technology (F (1, 67) = 4.279, p = .042). However, it was found out that there is no significant difference in the mean achievement score of female students taught with fieldtrips and those taught with video technology (F(1, 62) = .391, p = .534). Based on the findings of this study, it was concluded that fieldtrips and video technology could be effectively used to teach students irrespective of their gender. Therefore, it is recommended that teachers incorporate these teaching methods in teaching Social Studies especially concepts that require hands-on information.

Keywords: Gender, Instructional strategy, Social Studies, fieldtrip, video technology

Fieldtrip, Video Technology and Students Achievement in Social Studies (Published)

The study investigated the impact of fieldtrips and video-technology on students’ achievement in Social studies in Port Harcourt Local Government Area of Rivers state. Two research questions and two hypotheses guided the study. The research design adopted for this study was a quasi-experimental design which made use of pre-test, post-test, non-randomized, non-equivalent, control group design. From a population of 6, 240 Social Studies students which are made up of 2, 467 males and 3, 773 females of 13 schools in Port Harcourt LGA, 195 JSS II Social Studies students of three intact classes randomly drawn from three Government co-educational Secondary Schools constituted the sample for the study. The instrument for data collection was an achievement test constructed by the researcher, titled, “Social Studies Achievement Test (SSAT)”. The Social studies Achievement Test (SSAT) is a multiple choice objective test consisting of twenty five (25) items with five options (A-E). The test instrument was validated and had a reliability coefficient of 0.87 through Kuder-Richardson 20 (KR20) formula as a measure of the instrument internal consistency. The study was conducted for seven (7) weeks. The second week for obtaining the pre-test score while the 7th week for posttest scores. The main instruction lasted for four (4) weeks. Mean, standard deviation and analysis of covariance (ANCOVA) were the statistical tools used for analyses. The hypotheses were tested at 0.05 level of significance. The results of the study revealed that the achievement of students taught with field trip was higher than those taught with video technology; however the difference was not significant. Also, it was found out that the combined effect of fieldtrips and video technology on students’ mean achievement was statistically significantly different from the conventional method of teaching Social Studies. Consequently, it was recommended among others that Fieldtrips and Video technology Instructional strategies could be used together by teachers since the finding from this study showed that they could be combined and impact positively on the academic performance of students.

Keywords: Instructional strategy, Social Studies, fieldtrip, video technology