VIDEO INSTRUCTIONAL PACKAGES AND GENDER DIFFERENCE ON PUPILS’ LEARNING OUTCOMES IN PRIMARY SCHOOLS’ COMPUTER STUDIES IN ONDO STATE, NIGERIA
DOI:
https://doi.org/10.65222/VIRAL.2025.11.17Keywords:
Abstract
The purpose of the study was to investigate the Video Instructional Package (VIP) and gender differences on pupils’ academic achievement and attitude towards computer studies in public primary schools in Ondo State. The study explored gender differences in pupils’ responses to a Video Instructional Package (VIP) used in the teaching of Computer Studies in selected primary schools in Ondo State, Nigeria. Using a quasi-experimental research design of the pretest-posttest control group type. The population of the study comprised all primary four pupils in Ondo State. The sample consisted of an intact class of 66 primary four pupils selected from schools using purposive sampling techniques based on the availability of a functional computer system for the treatment group, while another school was randomly selected for the control. Two research instruments were validated and employed for the study: the Pupils' Attitude Towards Computer Studies Questionnaire (PATCSQ) was validated using Cronbach's Alpha formula for the reliability, with r = 0.78. While the Computer Studies Achievement Test (CSAT) was validated using the test-retest method for reliability, with r = 0.87. These were judged to be reliable for the study. The experimental group received instruction using an adopted video instructional package, while the control group received instruction in a conventional method format. Two hypotheses were formulated, while inferential statistics such as ANOVA were used to test the hypotheses at the 0.05 level of significance. Findings showed that there was a significant difference in the academic achievement between male and female pupils exposed to the video instructional package and those exposed to the conventional method. The F-value is 10.77 for the instructional method, which is high, while the p-value (0.014) is a statistically significant p-value < 0.05. (F = 10.77, P < 0.05). The findings also showed that there was a significant difference in attitude between male and female pupils who were exposed to a video instructional package and those in the conventional method. The F-value is 14.47 for the instructional method, which is high, while the p-value is 0.016 with a statistically significant p-value < 0.05. (F = 14.47, P < 0.05).
The study concluded that pupils’ academic achievement was greatly enhanced with the use of the video instructional package compared to the conventional method, which consequently made pupils develop a positive attitude towards computer studies. The study therefore recommended the integration of the Video Instructional Package into primary school education to improve learning outcomes and attitudes to computer studies.
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