EFFECTS OF CANDID VIDEO INSTRUCTION ON ACADEMIC ACHIEVEMENT IN MATHEMATICS ON JUNIOR SECONDARY SCHOOL STUDENTS IN OGUN STATE
Keywords:
Instruction Strategy; Study Habit; Numerical Ability; Academic Achievement; Mathematics.Abstract
The persistent poor achievement in mathematics among junior secondary school students has prompted the exploration of various strategies, yet improvements remain minimal. This study determined the effects of Candid Video Instruction (CVI) on students’ achievement in mathematics using pre and post-test control group quasi-experimental design with a 2 x 2 x 2 factorial matrix. The sample comprised 100 junior secondary school students selected from two intact classes from two schools. Study Habit Inventory Scale (SHIS), Numerical Ability Test (NAT) and Mathematics Achievement Test (MAT) were used for data collection. Students taught with CVI achieved higher mean gains in mathematics (M = 3.40) and numerical ability (Mean gain = 10.03). There was a significant main effect of CVI on academic achievement (F (1, 98) = 12.399, P < 0.05), but no significant effects of CVI and numerical ability (F (1, 98) = .429, P > 0.05) or interaction effects of strategy and numerical ability (F (1, 98) = .341, P > 0.05) on students’ achievement in mathematics. The three-way interaction of instruction, study habit, and numerical ability was not significant (F (2, 98) = .327, P > 0.05). The study concluded that CVI is effective in improving students’ achievement in mathematics and it should therefore be recommended that teachers should integrate candid video instruction in junior secondary school mathematics classes to foster interactive learning.
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