1.1 Introduction
Instructional videos refer to multimedia resources designed to facilitate learning by presenting educational content in an engaging format. These videos often incorporate visual and auditory elements to enhance understanding and retention of information (Mayer, 2014). In junior secondary schools, where students are in a critical phase of cognitive development, instructional videos provide an interactive and engaging method of delivering content. According to Ibrahim et al. (2017), instructional videos not only simplify abstract concepts but also provide opportunities for students to learn at their own pace, as they can replay or pause the videos as needed. This flexibility can lead to improved academic performance, particularly in subjects that require a high level of conceptual understanding, such as science and mathematics.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The use of instructional videos in education has a rich history, evolving alongside advancements in technology and pedagogical approaches. The concept of using visual media to aid teaching can be traced back to the early 20th century when filmstrips and educational films were introduced in classrooms. These early forms of instructional videos were used primarily in science and history classes to demonstrate concepts that were difficult to convey through text alone (Saettler, 2004).
In recent years, the integration of technology in education has garnered significant attention, especially in the context of enhancing student achievement. Among various technological tools, instructional videos have emerged as a powerful medium for supporting the learning process. Instructional videos, defined as pre-recorded multimedia content that demonstrates or explains concepts in a structured manner, are becoming increasingly popular in classrooms due to their ability to cater to diverse learning styles (Mayer, 2014). The use of instructional videos allows students to engage with visual and auditory content, which can enhance their understanding and retention of complex concepts (Berk, 2009).
In the context of junior secondary schools, the use of instructional videos became more prevalent as studies began to show their positive impact on student achievement. Research in the early 2000s highlighted that students who were exposed to video-based learning showed higher retention rates and better performance in assessments compared to those who only received traditional instruction (Kay, 2012). Today, instructional videos are considered a crucial component of blended learning environments, allowing students to engage with content both inside and outside the classroom (Zhang et al., 2006).
The increasing use of technology in education has brought significant transformations in teaching and learning processes. In particular, instructional videos have gained prominence as an effective pedagogical tool, allowing students to visualize and engage with learning materials in ways that traditional methods may not offer. The rapid development of digital media and the widespread availability of video-sharing platforms such as YouTube and educational websites have made it easier for teachers to incorporate video content into their instructional practices (Mayer, 2014).
In junior secondary schools, where students are at a formative stage in their academic journey, instructional videos present an opportunity to bridge the gap between theoretical concepts and practical understanding. This is especially important in subjects such as science and mathematics, where students often struggle to grasp abstract ideas when taught solely through textbooks or lectures (Kay, 2012). By using instructional videos, teachers can present complex information in a more engaging, interactive, and relatable manner, thus enhancing students’ cognitive retention and academic performance (Ibrahim et al., 2017).
The emergence of the constructivist learning theory, which emphasizes active learning through visual, auditory, and kinesthetic experiences, supports the use of multimedia tools like instructional videos in the classroom. As students in junior secondary schools come from diverse backgrounds with different learning preferences, instructional videos provide a multimodal approach that can address these varying needs. Research has shown that visual aids can significantly improve students' ability to recall information and perform better in assessments (Berk, 2009). Despite the potential benefits, the effectiveness of instructional videos in improving student achievement has been a subject of debate. Some scholars argue that without proper guidance and instructional design, videos may not necessarily translate into better learning outcomes (Zhang et al., 2006). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the impact of instructional video on student’s achievement in junior secondary school.
1.3 Statement of Problems
Investigation revealed that there is inconsistency in the quality of video content, which affects its effectiveness as a teaching tool. Not all instructional videos are designed with pedagogical principles in mind, leading to varying levels of engagement and understanding among students (Kay, 2012). This inconsistency often results in some students not benefiting from the intended educational advantages of video-based learning, particularly in junior secondary school, where students' cognitive abilities and learning preferences differ widely.
Furthermore, the accessibility of technology poses a significant barrier. Not all students have equal access to the necessary devices and reliable internet connectivity outside of school, which limits their ability to engage with video content at home (Ibrahim et al., 2017). Also, there is lack of adequate training for teachers on how to effectively incorporate instructional videos into their lesson plans. Many educators may be unfamiliar with the best practices for integrating multimedia resources, which can lead to ineffective use of instructional videos in the classroom (Mayer, 2014).
Lastly, while research indicates that instructional videos can enhance learning outcomes, there is still a lack of comprehensive studies that specifically focus on their impact on junior secondary school students. This gap in the literature indicates a need for more targeted research to understand how instructional videos affect student performance across various subjects and learning environments (Zhang et al., 2006). Addressing these issues is crucial for maximizing the potential of instructional videos as effective educational tools in junior secondary education.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the impact of instructional video on student’s achievement in junior secondary school. In achieving this aim, the following specific objectives were laid out as follows:
- To assess the effectiveness of instructional videos in enhancing student comprehension of complex subjects in junior secondary school.
- To evaluate the relationship between the use of instructional videos and students’ academic performance in core subjects such as mathematics and science.
- To examine the impact of instructional videos on student motivation and engagement in the learning process.
- To identify the perceptions of teachers and students regarding the use of instructional videos in the classroom and its influence on learning outcomes.
- To explore the challenges faced by educators in implementing instructional videos as a teaching tool in junior secondary schools.
1.5 Research Questions
The following research questions will guide this study on the impact of instructional videos on students' achievement in junior secondary schools:
- How effective are instructional videos in enhancing student comprehension of complex subjects in junior secondary school?
- What is the relationship between the use of instructional videos and students' academic performance in core subjects such as mathematics and science?
- In what ways do instructional videos influence student motivation and engagement during the learning process?
- What are the perceptions of teachers regarding the effectiveness of instructional videos in improving student learning outcomes?
- What challenges do educators face in implementing instructional videos as a teaching tool in junior secondary schools?
1.6 Research Hypothesis
The following hypotheses will be tested in this study on the impact of instructional videos on students' achievement in junior secondary schools:
- H01: There is a significant positive relationship between the use of instructional videos and student comprehension of complex subjects in junior secondary school.
- H02: The integration of instructional videos in the classroom significantly increases student motivation and engagement in the learning process.
- H03: Teachers' perceptions of instructional videos positively influence their willingness to integrate this resource into their teaching practices.
- H04: The integration of instructional videos in the classroom significantly increases student motivation and engagement in the learning process
1.7 Significance of Study
This study will provide valuable insights into the effectiveness of instructional videos as a teaching tool in junior secondary schools, contributing to the existing body of knowledge on educational technology. The findings will help educators understand how instructional videos can enhance student comprehension and engagement, leading to improved academic performance in core subjects.
The study will also inform curriculum developers and policymakers about the potential benefits of integrating multimedia resources into educational frameworks, promoting innovative teaching strategies. By identifying the perceptions and challenges faced by teachers, the research will highlight areas for professional development and training, ensuring educators are well-equipped to utilize instructional videos effectively.
Furthermore, this study will contribute to closing the gap in the literature regarding the impact of instructional videos on junior secondary school students, paving the way for future research in this area.
Ultimately, the insights gained from this study will aid in the development of more effective instructional methods that cater to diverse learning needs and enhance the overall educational experience for students.
1.8 Scope of Study
The scope of the research is focused on the impact of instructional video on student’s achievement in junior secondary school. The research study will cover two selected secondary schools in Education district 1, Lagos State. However, the findings would not be limited, but should be generalized to what obtained in most of the Junior Secondary Schools in the State.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Delays in Response from Respondents: This delay not only affected the timeline of the research study but also introduced the potential for biases, as the responses may not have accurately reflected the participants' experiences with instructional videos.
- Financial Constraint: as there were insufficient funds to procure high-quality video materials or to invest in additional technology for participants. These financial limitations may have restricted the scope of the instructional videos used in the study, potentially influencing the results.
- Time Constraint: This limitation affected the depth of data collection and analysis, which may have impacted the robustness of the conclusions drawn regarding the effectiveness of instructional videos in enhancing students' academic achievements in junior secondary schools.
1.10 Definition of Terms
Instructional Video: Instructional videos refer to multimedia resources designed to facilitate learning by presenting educational content in an engaging format. These videos often incorporate visual and auditory elements to enhance understanding and retention of information (Mayer, 2014). The use of instructional videos in the classroom aims to support diverse learning styles and improve student comprehension.
Student Achievement: Student achievement is defined as the measurable performance of students in academic settings, typically assessed through grades, test scores, and overall learning outcomes (Schunk, 2012). in the context of this study, student achievement specifically pertains to performance in core subjects such as mathematics and science.
Junior Secondary School: Junior secondary school refers to the educational stage that typically serves students aged 11 to 14 years, encompassing grades 7 to 9 in many educational systems. This phase is crucial for building foundational knowledge and skills that prepare students for higher education (UNESCO, 2016).
Engagement: Engagement refers to the degree of attention, curiosity, and interest that students exhibit during the learning process. It is a critical factor in determining how effectively students absorb and retain information presented through instructional videos (Fredricks et al., 2004).
Educational Technology: Educational technology encompasses the tools and resources used to enhance teaching and learning processes. This term includes various multimedia formats, such as instructional videos, online platforms, and digital applications that facilitate education (Baker & Inventado, 2014).
