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PROJECT TOPIC- COMPARATIVE EFFECT OF POWERPOINT PRESENTATION AND DIGITAL VIDEO INSTRUCTION ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN GEOGRAPHY

PROJECT TOPIC- COMPARATIVE EFFECT OF POWERPOINT PRESENTATION AND DIGITAL VIDEO INSTRUCTION ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN GEOGRAPHY

 

ABSTRACT

The study investigated the comparative effect of Power Point presentation and digital video instruction on secondary schools student achievement in
Geography. The study employed a quasi-experimental research design. The study utilized pretest – postest non randomized group design. Three research questions guided the study. Also three null hypotheses were formulated to guide the study and tested at 0.5 level of significance. The study was carried out in Dutse metropolitan area of Jigawa State. The population of the study consisted of all SS1 students who offer geography in the public senior secondary schools within Dutse Metropolis. Two public senior secondary schools were purposively chosen for the study and are randomly assigned to treatment groups. Group one was taught geography lessons using Power Point presentations, treatment group two was taught using Digital video instruction. The researcher developed and packaged the Digital Video Instruction (DVI) and Power Point Slides (PPS) for six separate lessons and
Geography Achievement Test (GAT) served as instrument for data collection. The instruments were validated by three experts, one from Measurement and Evaluation Unit, one from Educational Technology Unit and one from Geography Unit of the University of Nigeria, Nsukka. The instruments for data collection (GAT) was trial tested, the internal consistency of the GAT was determined using Kuder-Richardson 21. It yielded internal consistency coefficient r = 0.65. The data collected was analyzed using mean, standard deviation, and analysis of covariance (ANCOVA). The findings of the study include that: no significant difference was established between students taught using Power Point presentation and those taught using digital video instruction, although those taught using Power Point presentation had higher mean score. Also no statistically significance difference was established between the male and female students in the two groups though male had higher mean score. Based on these findings, it was recommended that: Secondary school teachers should incorporate the use of Power Point presentation and/or digital video instruction in teaching topics in geography.

CHAPTER ONE
INTRODUCTION

Background of the Study

In the new world order, the use of technologies for good and purposeful teaching and instruction can no longer be left to chance especially with regard to
effective performance and productivity (Ejionueme, 2012). Nigeria as a nation came late in to the use of modern technologies in her educational practice. As a result of this, many Nigerian teachers have not been well trained and encouraged in the use of modern technologies to achieve educational purposes.

In this regard, teacher education is not only vital for equipping educators with the necessary skills for using modern technologies effectively in the classroom, but also for helping teachers to overcome their often resistance to these technologies and to develop positive attitude towards them . Since technology has become integral part of the contemporary society, where people sleep and wake up with technology, eat, drink, and breath-intechnology, we can no longer remove technology from amongst humanity, and so should we incorporate it into our educational system to maximize efficiency by the most effective means practicable.

At this point, the researcher deems it fit to find out how Computer with Microsoft Office Suit can be harnessed to promote efficiency in lesson delivery. PowerPoint is the name of a proprietary commercial software presentation program developed by Microsoft. It was developed by Microsoft and officially launched on May 22, 1990. It is part of the Microsoft Office suite, and runs on Microsoft Windows and Apple’s Mac OS X operating system. The current versions are Microsoft Office PowerPoint 2010 for Windows and Microsoft Office PowerPoint 2011 for Mac (Savoy, 2009).

PROJECT TOPIC- COMPARATIVE EFFECT OF POWERPOINT PRESENTATION AND DIGITAL VIDEO INSTRUCTION ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN GEOGRAPHY

 

Microsoft PowerPoint is a full-featured desktop presentation program. It is part of the Office suite and can be purchased separately (Mottley, 2006). A presentation can be a collection of slides relating to a specific topic, which may be shown while the topic is discussed or may be shown as a continuous show. PowerPoint contains graphic tools and many kinds of pictures and graphs to be imported. A Macintosh version is available which functions almost identically to the Windows version. Presentations created in either platform can be run from the other, without any conversion needed (Savoy, 2009).
Appropriate use of PowerPoint can enhance the teaching and learning experiences for both staff and students. It provides encouragement and support to staff by facilitating the structuring of a presentation in a professional manner. The templates provided have been designed to default to good presentation criteria such as the number of lines of information per slide and appropriate font sizes and types, etc: using the styles of the default templates can significantly improve the clarity and structuring of a presentation.

This helps to avoid the common use of excessive text often found on overhead transparencies (Savoy, 2009). The electronic file format allows distribution and modification for students who are absent or who have impaired visual or auditory difficulties. PowerPoint comes with a free viewer programme that can be distributed with the files so that the reader is not required to have PowerPoint on their personal system.

However, if they do have it, they are able to perform a greater variety of manipulations on the PowerPoint file provided, such as editing the text, etc before printing it out. Most Virtual Learning Environments (VLEs) are now capable of including PowerPoint presentations if required. Editing of each PowerPoint file is very easy with minimal associated reprinting costs. This ease and potential immediacy of revision facilitates reflection upon, and evolution of, teaching materials by users whilst minimizing the consequences of any revision in terms of either workload or time. The researcher also finds that one can add new slides whilst in a lecture if so required:
One often use this method to present notices or create a record of the outcome when collecting information from the class so that it can subsequently be made available to the entire class, while extra information can be ‘hidden’ within files for answering predicted questions or for providing feedback to students using the file in a distance-learning context. The use of speakers’ notes as an automated feedback system was described by Mottley, (2003) who also describes other ways to use PowerPoint for development of self-study materials.

The portability of the files, especially on compact disks (CDs) with their large capacity, allows presentations to be given wherever the technology is available or distributed where appropriate. Presentations can also be set up to run automatically if required e.g. as demonstrations/instructions within a laboratory.
While the use of PowerPoint in the classroom has significantly increased globally in recent years Connor and Wong, (2004); Bartsch and Cobern, (2003),
reported that few studies have systematically investigated its impact on students’ learning. Rebele et al., (1998) recommended that geography researchers should explore how the newer instructional media can contribute to the improvement of geography education in today’s digitalized world.
The availability of various user-friendly and inexpensive digital cameras and digital cables are used in pushing motion pictures into individual computers, It is no longer the case where a video production is only possible from specialized studios.

Digital video is a type of digital recording system that works by using a digital rather than an analog video signal. Digital video refers to the capturing, manipulation, and storage of moving images that can be displayed on computer screens (The Lycos Tech Glossary, 1999). This requires that the moving images be digitally handled by the computer. The word digital refers to a system based on discontinuous events, as opposed to analog, a continuous event. Digital video in the classroom has the power to help students grasp, visualize, and explain difficult concepts in subjects like Geography.

PROJECT TOPIC- COMPARATIVE EFFECT OF POWERPOINT PRESENTATION AND DIGITAL VIDEO INSTRUCTION ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN GEOGRAPHY

 

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