Effect of Video-Enriched Conventional Teaching Strategy on Performance of Students with Varied ability in Nuclear Chemistry

Abstract

The study investigated the Effect of Video-Enriched Teaching Strategy on Performance of Students with Varied ability in Nuclear Chemistry. Pretest posttest Quasi experimental design was adopted for the study. The population of the study comprised of 925 SS III chemistry in Zaria metropolis. A sample of 174 students was selected at random. The experimental group was exposed to Video-enriched teaching strategy while the control group was taught using conventional method. Nuclear Chemistry Performance Test (NCPT) instrument was pilot tested and validated with reliability coefficient of 0.67 was used to collect data for the study. One research objective one research question and one hypothesis were raised and tested at p≤ 0.05 level of significance. Data collected were analysed using descriptive statistics (mean and standard deviation) and ANCOVA. Major finding from the study was: Chemistry students with varied ability taught Nuclear chemistry using Video-enriched strategy performed better than those taught using lecture method. Based on the finding, it was recommended among others that teachers should be encouraged to adopt Video-enriched strategy in order to improve the students’ academic performance and interest level in chemistry. This can be achieved by organizing workshops to improve the teachers’ skills and motivate them to adopt the method.