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dc.contributor.authorIgwe, Nnenna C
dc.contributor.authorOdor, King O
dc.coverage.spatialAfricaen_US
dc.date.accessioned2016-03-09T04:07:17Z
dc.date.available2016-03-09T04:07:17Z
dc.date.issued2010-11
dc.identifier.urihttp://hdl.handle.net/11599/2083
dc.description.abstractLearning is an activity that starts at birth and continues throughout lifetime in classrooms and training centres. Facilities and personnel are employed to provide education for classroom learning, which aims at preparing students to contribute meaningfully to the society they live. However, empirical studies in Nigeria involving video- taped instructional strategy have been limited to the teaching and learning of science-based subjects. This study therefore, attempts to determine the effect of video-tape instruction on teaching of social studies in Nigeria Primary Schools. // A total of 102 students in two intact classes were the study participants. Three null hypotheses were formulated and tested. Four instruments namely: video-tape recorder of lesson used for the study, pupils’ attitudinal scale, the social studies achievement test (SSAT); and Teachers’ Guide for conventional teaching were used for the study. // The results revealed there was significant main effect of treatment on students’ achievement. Also, it showed that there was significant main effect of treatment on student’s achievement in social studies. (F(1,97) = 145.474’ P<.05). There was a significant main effect of treatment on the attitude of pupils to social studies (F(1,97) = 127.877 P<.05). However, there was no significant main effect of gender on pupil academic achievement in primary social studies (F(1,97) = 0.839, P>.05). There was also no significant main effect of gender on pupils’ attitude to social studies (F(1,97) = 0.640; P>.05). There was no significant 2-way interaction effect of treatment and gender on pupils’ attitude (F(1,97) = 2.041; P>.05). // Based on these findings, government should equip public primary schools with necessary hardware and software facilities, primary school teachers should be encouraged to uptake the challenge of using this strategy and learn how to use it through in-service training. Above all, seasonal educationists should develop video instrumental packages to be used in schools.en_US
dc.language.isoenen_US
dc.subjectFormal Educationen_US
dc.subjectPrimary Educationen_US
dc.subjectAcademic Performanceen_US
dc.subjectMultimedia Learningen_US
dc.titleEffects of Videotape Instructions on Primary School Pupils Achievement in Social Studies Owerri, Nigeriaen_US
dc.typeWorking Paperen_US
dc.coverage.placeNameNigeriaen_US


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