Effects of the use of Documentary Videos in Teaching Setting-out in Nigerian Secondary Schools
Abstract
The purpose of the study was to determine the effect of the use of documentary videos in teaching setting-out in Nigerian secondary schools. One research question and one hypothesis guided the study. The study adopted Quasi-experimental research design. The population for the study was 16 ST 1 students from Government Technical Training School, Jalingo offering Building Construction subject. There was no sampling. The instrument for data collection was Setting-out Test (ST) developed by the researcher. The instrument was validated by three experts. Test re-test was used to establish the reliability of the instrument and a reliability coefficient of 0.83 and 0.87 was obtained for the traditional and documentary video teaching methods respectively. The ST 1 students were arranged in intact groups, A and B; treatment was given to the two groups. Group a students were taught using the traditional method while Group B students were taught using the documentary video. A Pre-Test and Post-test was administered on the two groups under examination condition. The data obtained were analyzed using mean, standard deviation for research question and analysis of covariance (ANCOVA) for the hypothesis. Findings from the study indicated that students taught Setting-out with documentary videos performed better than those taught with the traditional teaching method; and there was a significant difference in the performance of students taught Setting-out with documentary video and those taught with traditional teaching method. Based on the findings some recommendations were made
Downloads
References
Okoye, K. R. E. and Auta, M. A. (2020). Development and validation of instrument for assessing students practical skills in building super-structure operations in Nigerian secondary schools. International Journal of Social Sciences & Educational Studies. 7(2), 1-12.
Cakmakci, G. and Yalaki, Y. (2012). Promoting student teachers’ ideas about nature of science through popular media. Norway: S-TEAM/NTNU
Creswell, J. W. (2014). Research design: qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oak, CA: Sage Publishers Inc
Duschl, R. A., and Grandy, R. (2013). Two views about explicitly teaching nature of science. Science and Education. 22(9), 2289-2315.
Emitt, S. & Gorse, C. (2005).Barry’s introduction to construction of buildings. Oxford: Blackwell Publishing.
Gunter, B. (2010). Audience evolution pattern. Accessed at http://doi.org/10.1016/B978-1-84334-636-4.50001-5
Isiaka, B. (2007). Effectiveness of video as an instructional medium in teaching rural children agricultureal and environmental sciences. International Journal of Education and Development using Information and Communication Technology. 3(3), 104-114
Kapuchu, M. S., Cakmakci, G. and Aydogdu, C. (2015). The influence of documentary films on 8th grade students’ views about nature of science. Educational Sciences: Theory and Practice. 15(3), 797-808
Nigerian Educational research and Development Council (NERDC) (2012). Building construction for SS1-3. Abuja: NERDC Press
Obande, M. O. (2004). Blocklaying and concreting. England: Longman Group.
Ozder, A. (2014). Documentaries as a tool to convey life into geography education. International Journal of Academic Research in Business and Social Sciences. 4(7), 203-212
Shetty, M. S. (2009). Concrete technology: Theory and practice. New Delhi: S. Chand & Company
West African Examination Council (WAEC). (2018). Chief examiners reports. Lagos: WAEC
Copyright (c) 2020 Mohammed Auta, M. Giwa
This work is licensed under a Creative Commons Attribution 4.0 International License.
Author (s) should affirm that the material has not been published previously. It has not been submitted and it is not under consideration by any other journal. At the same time author (s) need to execute a publication permission agreement to assume the responsibility of the submitted content and any omissions and errors therein. After submission of a revised paper, the editorial team edits and formats manuscripts to bring uniformity and standardization in published material.
This work will be licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) and under condition of the license, users are free to read, copy, remix, transform, redistribute, download, print, search or link to the full texts of articles and even build upon their work as long as they credit the author for the original work. Moreover, as per journal policy author (s) hold and retain copyrights without any restrictions.
