COMPARATIVE EFFECTS OF DIGITAL INSTRUCTIONAL VIDEO AND POWER POINT PRESENTATION ON ACADEMIC ACHIEVEMENT AND LEARNING RETENTION OF BASIC TECHNOLOGY STUDENTS

Abstract

This study compares the effects of Digital Instructional Video (DIV) and Power Point Presentation (PPP) on academic achievement and learning retention of Basic Technology students. Pre-test/post-test non-equivalent control group, quasi-experimental research design was adopted. 250 Basic Technology students from five junior secondary schools in Lagos State were used. Purposive sampling technique adopted to sample schools that teach Basic Technology with application of multimedia tools. Three research questions and three null hypotheses were tested at 0.05% level of significance. The instrument used for data collection was Basic Technology Achievement Test (BTAT). The instrument was subjected to face and content validation by three experts from Science and Technology Education Department, and two from Technical Department, Education District V, Agboju, Lagos. Reliability of instrument Coefficient is 0.83 using Cronbach Alpha. Mean and ANCOVA were used to answer research questions and test the null hypothesis respectively. The study revealed that students taught Basic Technology with PPP had a higher mean score than students taught using DIV technique in the achievement test. Multimedia presentation increases students’ academic achievement while Power Point Presentation (PPP) improved students’ academic achievement in Basic Technology than digital instructional video presentation. Consequently, it was recommended that Basic Technology teachers should improve academic achievement of their students by incorporating multimedia tools into teaching as a viable and effective strategy to enhance learning. Conclusively, Ministry of Education should organize seminars, conferences, and workshops for Basic Technology teachers on the use of multimedia tools and  facilities made available  for teacher and students use.