Effect of digital video disc instruction on students’ achievement, interest and retention in social studies in niger state, nigeria

Project Abstract

<p> The study investigated the Effect of Digital Video Disc Instruction on Students’ Achievement, Interest and Retention in Social Studies in Niger State, Nigeria. Nine research questions and nine null hypotheses guided the study.Quasi-experimental research design, precisely the pre-test posttest non–equivalent control design was adopted for the study. The study was carried out in the three senatorial zones of Niger State. The population of the study comprised of all the 32,509 Junior Secondary Schools two (JSSII) students from 201 co-educational Junior Secondary Schools in Niger State. The sample size for the study was 232 JSSII students drawn from the three senatorial Zones of the state. The instruments used for the study were Social Studies Achievement Test (SOSAT) and Interest Inventory Test on Social Studies (IITSOS). Digital Video Disc Package was developed for the experimental group and lecture method was used to teach the control group. The research questions were answered using mean and standard deviation and analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings revealed that students taught Social Studies using DVDI package achieved more than those taught using lecture method. Students taught with DVDI package had higher interest in Social Studies compared to their counterparts taught with the lecture method; students in the experimental group taught Social Studies in Junior Secondary Schools with DVDI package retained higher than their counterparts in the control group taught using lecture method; digital video disc instruction was found to be gender friendly among others. The study concluded among others that if the DVDI package is adopted in the teaching and learning of Social Studies in junior secondary schools, students’ achievement, interest and retention in the subject will be enhanced. <br></p>

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