Effects of Video-Based Instructional Strategy (VBIS) on Junior Secondary School Students' Achievement in Computer Programming in Lagos State, Nigeria

Authors

  • Akinyemi L. Adetunmbi
  • Oluwafemi E. Ebimomi

Keywords:

Video-Based Instructional Strategy, Junior Secondary Schools, Students' Achievement, Computer Programming

Abstract

This study determined the effects of Video-Based Instructional Strategy (VBIS) on students' achievement in computer programming among junior secondary school students in Lagos State, Nigeria. The study adopted the pretest-posttest control group design which applied the quasi-experimental approach. One hypothesis on effect of Video-Based Instructional Strategy (VBIS) on achievement in BASIC programming language was tested at .05 level of significance. The participants were 50 students from Education District V of Lagos State. The purposive method of sampling was used in selecting two Model Junior Secondary Schools from two Education District that participated in the study. Results revealed that the performance of students in the experimental group exposed to VBIS was significantly different from those of the control group exposed to conventional teaching strategies. It was recommended that VBIS should be used to enhance effective teaching of Computer Studies in junior secondary schools.

Résumé

Il a été constaté que les méthodes d'enseignement d'une matière professionnelle comme les études informatiques au Nigéria découragent la créativité et empêchent les élèves de penser au-delà des contenus présentés par les enseignants. Par conséquent, les étudiants sont réduits à des apprenants passifs dans le processus d'apprentissage et, par conséquent, l'apprentissage devient répulsif pour eux. La stratégie pédagogique basée sur la vidéo (VBIS) est une stratégie innovante qui peut être utilisée dans les écoles pour enseigner et exposer les apprenants au codage. L'utilisation efficace de cette stratégie a été proposée pour améliorer les compétences et les résultats des élèves en matière de programmation. Il a le potentiel de rendre l'enseignement et l'apprentissage de la programmation plus intéressants, conviviaux et significatifs pour les apprenants, contrairement à l'utilisation généralisée des méthodes d'enseignement conventionnelles où les apprenants sont incapables de démontrer une compétence adéquate en codage et ne sont pas capables d'écrire un code de programmation simple. L'étude a adopté la conception du groupe de contrôle prétest-post-test qui a appliqué l'approche quasi- expérimentale. L'hypothèse sur l'effet de la stratégie pédagogique basée sur la vidéo (VBIS) sur le rendement dans un langage de programmation BASIC a été générée et testée au niveau de signification de 0,05. La population de l'étude comprend les élèves du premier cycle du secondaire dans le district V de l'État de Lagos, au Nigéria, tandis que l'échantillon se compose de 50 élèves du district. La méthode d'échantillonnage raisonnée a été utilisée pour sélectionner deux écoles secondaires modèles du premier cycle du district scolaire qui ont participé à l'étude. Les résultats ont révélé que les performances des élèves du groupe expérimental exposés au VBIS étaient significativement différentes dans leurs scores moyens post-réalisation en programmation informatique de ceux du groupe témoin exposé aux stratégies d'enseignement conventionnelles. Il a été recommandé d'utiliser le VBIS pour améliorer l'enseignement efficace des études informatiques dans les écoles secondaires.

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Published

2020-07-06

How to Cite

Adetunmbi, A. L., & Ebimomi, O. E. (2020). Effects of Video-Based Instructional Strategy (VBIS) on Junior Secondary School Students’ Achievement in Computer Programming in Lagos State, Nigeria. West African Journal of Open and Flexible Learning, 9(1), 123–136. Retrieved from https://wajofel.org/index.php/wajofel/article/view/66

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Research Articles