Exploring the Effect of Instructional Video Technology on Academic Achievement in Agricultural Science among Senior Secondary Students in Adamawa State, Nigeria

Abstract

This study explored the effect of instructional video technology (IVT) on Academic Achievement in Agricultural Science among Senior Secondary Students in Adamawa State, Nigeria. The study employed a pre-test, post-test non-equivalent control group quasi-experimental research design, with 165 students from two secondary school as the sample. The participants were divided into an experimental group taught with Instructional Video Technology and a control group taught using conventional methods. An achievement test on the digestive system of animals was administered before and after the intervention. The data were analyzed using mean statistics, t-tests and ANOVA. Findings indicate that students taught using IVT, specifically PowerPoint presentations, exhibit higher academic achievement compared to those taught through conventional methods. Additionally, male students outperform their female counterparts when utilizing IVT. Gender sensitivity and professional development for educators are recommended to address these disparities. The study emphasizes that while IVT offers substantial benefits, its integration should be balanced with traditional teaching methods to cater to diverse learning preferences and enhance overall learning outcomes.