TABLE OF CONTENTS
Title Page
Approval Page
Certification
Dedication
Acknowledgments
Table of Contents
Abstract
CHAPTER ONE
INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Hypotheses
CHAPTER TWO
LITERATURE REVIEW
Conceptual Framework
Concept of Geography
Concept of Instruction
Concept of Digital Video
Concept of Power Point
Concept of Achievement
Concept of Conventional Method
Theoretical Framework
Piaget’s Theory of Cognitive Development
The Dual Coding Theory
Generative Theory of Multimedia Instruction
Related Empirical Studies
Summary of Literature Review
CHAPTER THREE
RESEARCH METHOD
Design of the Study
Area of the Study
Population of the Study
Sample of the Study
Instrument for Data Collection
Validation of Research Instrument
Reliability of the Instrument
Experimental Procedures
Control of Extraneous Variables
Method of Data Analysis
CHAPTER FOUR
RESULTS
Research question one
Research question two
Research question three
Hypothesis one
Hypothesis two
Hypothesis three
Summary of Major Findings
CHAPTER FIVE
DISCUSSION, CONCLUSION, IMPLICATIONS AND RECOMMENDATION
Discussion of Findings
Conclusion
Implications of the Study
Recommendations
Limitations
Area of Further Research
Summary of the Study
REFERENCES
APPENDICES
ABSTRACT
The study investigated the comparative effect of Power Point presentation and digital video instruction on secondary schools student achievement in Geography. The study employed a quasi-experimental research design. The study utilized pretest – postest non randomized gro up design. Three research questions guided the study. Also three null hypotheses were formulated to guide the study and tested at 0.5 level of significance. The study was carried out in Dutse metropolitan area of Jigawa State. The population of the study consisted of all SS1 students who offer geography in the public senior secondary schools within Dutse Metropolis. Two public senior secondary schools were purposively chosen for the study and are randomly assigned to treatment groups. Group one was taught geography lessons using Power Point presentations, treatment group two was taught using Digital video instruction. The researcher developed and packaged the Digital Video Instruction (DVI) and Power Point Slides (PPS) for six separate lessons and Geography Achievement Test (GAT) served as instrument for data collection. The instruments were validated by three experts, one from Measurement and Evaluation Unit, one from Educational Technology Unit and one from Geography Unit of the University of Nigeria, Nsukka. The instruments for data collection (GAT) was trial tested, the internal consistency of the GAT was determined using Kuder-Richardson 21. It yielded internal consistency coefficient r = 0.65. The data collected was analyzed using mean, standard deviation, and analysis of covariance (ANCOVA). The findings of the study include that: no significant difference was established between students taught using Power Point presentation and those taught using digital video instruction, although those taught using Power Point presentation had higher mean score. Also no statistically significance difference was established between the male and female students in the two groups though male had higher mean score. Based on these findings, it was recommended that: Secondary school teachers should incorporate the use of Power Point presentation and/or digital video instruction in teaching topics in geography.
CHAPTER ONE
INTRODUCTION
Background of the Study
In the new world order, the use of technologies for good and purposeful teaching and instruction can no longer be left to chance especially with regard to effective performance and productivity (Ejionueme, 2012). Nigeria as a nation came late in to the use of modern technologies in her educational practice. As a result of this, many Nigerian teachers have not been well trained and encouraged in the use of modern technologies to achieve educational purposes. In this regard, teacher education is not only vital for equipping educators with the necessary skills for using modern technologies effectively in the classroom, but also for helping teachers to overcome their often resistance to these technologies and to develop positive attitude towards them .
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