Comparative effects of digital instructional video and power point presentation on academic achievement and learning retention of basic technology students

Abstract

The study compared effects of digital instructional video (DIV) and Power point Presentations (PPP) on academic achievement and learning retention of Basic Technology students. Pre-test, post-test non-equivalent control group, a quasi-experimental research design was adopted. The population for the study comprises of 250 Basic Technology students in five public and private junior secondary schools in Lagos State. Purposive sampling technique was adopted to sample the schools that teach with the application of multimedia tools. Three research questions and three null hypotheses were tested at 0.05% level of significance. The instrument used for data collection was the Basic Technology Achievement Test (BTAT). The reliability coefficient of the instrument yielded 0.83 using Cronbach Alpha. Mean were used to answer research questions, while ANCOVA was used to test the null hypotheses. The study revealed that students taught Basic Technology with PPP had a higher mean score than students taught using the DIV technique in the achievement test. Furthermore, multimedia presentation increased students' academic achievement while PPP improved students' academic achievement in Basic Technology than digital instructional video presentations. Consequently, it was recommended that Basic Technology teachers should improve the academic achievement of their students by incorporating multimedia tools into teaching as a viable and effective strategy to enhance students learning.

Keywords: Achievement Test. Basic Technology. Digital Instructional Video. Multimedia. PowerPoint.