Effects of Instructional Videos on Academic Achievements of Students in Educational Technology in Ebonyi State

Chibuikem Sunday Ohanaka, Alexander Chinedu Nwankwo, Alexander Chinedu Nwankwo, Nwakanma Christiana Onyejuru, Nwakanma Christiana Onyejuru, Frances Amarachi Mgbam, Frances Amarachi Mgbam, Ngele Cletus Ezeoke, Ngele Cletus Ezeoke

Abstract


This study investigated the impact of instructional videos on the academic achievement of students enrolled in Educational Technology at Alex Ekwueme Federal University, Ndufu-Alike, Ebonyi State. A quasi-experimental research design was employed, incorporating pre-test and post-test measures with both experimental and control groups. The study participants comprised 80 male and female students drawn from two departments within the Faculty of Education, selected using a purposive sampling technique. A rating scale served as the instrument for data collection. Two research questions guided the study, alongside two hypotheses which were tested. Descriptive statistics, including mean and standard deviation, were used to analyze responses to the research questions, while inferential statistics—specifically ANCOVA and t-test—were employed to test the hypotheses at a 0.05 level of significance. The findings revealed that the use of instructional videos significantly improved students’ academic performance in Educational Technology. Based on these results, the study recommended that State and Federal Ministries of Education should organize seminars, workshops, and conferences to train and sensitize teachers on the effective use and benefits of instructional videos in the teaching and learning process.


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