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Cavanaugh, S “Informal Experiences can go a long way to Teaching science”. Education week. 2009.

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Article

Can Integrating Media into Science Learning Activities Improve Students’ Learning Outcomes?

1Department of Curriculum Studies and Educational Technology college of Education, Agbor, Nigeria


American Journal of Educational Research. 2014, Vol. 2 No. 3, 138-141
DOI: 10.12691/education-2-3-4
Copyright © 2014 Science and Education Publishing

Cite this paper:
Clara Dumebi Moemeke. Can Integrating Media into Science Learning Activities Improve Students’ Learning Outcomes?. American Journal of Educational Research. 2014; 2(3):138-141. doi: 10.12691/education-2-3-4.

Correspondence to: Clara  Dumebi Moemeke, Department of Curriculum Studies and Educational Technology college of Education, Agbor, Nigeria. Email: claramoekphd@yahoo.co.uk

Abstract

Improving science teaching as a way of improving of science products from Nigerian schools is a top priority of the present. This is due to the importance attached to the vision 20:2020 policy of the government which is striving to use science learning as a launching pad for growing her economy. However the exigencies of the present economic situation of most countries including Nigeria show strict economic policies that have placed constraints on funding of science education. This has resulted in poor and ill-equipped laboratories, poor manpower and inadequate resources for teaching of science and consequently, poor science products. The attention of science practitioners have therefore turned to other possible ways of improving science teaching and learning in schools. The attributes of videos and other audio visuals in compelling learners to learn have been variously reported. This study thus investigated the effect of these audio visuals in helping science learners improve learning outcome in science. 40 SS2 students in two groups of 22 (experimental) and 18 (control) participated in the study that lasted for seven weeks. A pretest- posttest- control group design was adopted. While the experimental group viewed videos of conduct of experiments and activities before engaging in the same activities, the control group used manuals carefully prepared by the researcher showing experimental procedures. Three instruments: test of attitude towards science, test of manipulative skill and test of achievement in science concepts were administered to both groups. Data collected was subjected to t-test and result showed no significant difference between the experimental and control groups in attitude, manipulative skill and achievement except in the overall performance in which the experimental group showed marginal superiority. Study concluded that though there are inherent benefits of the use of audio visuals in science teaching, there is need to apply it in addition to other techniques. It also recommended the enhancement of the videos with direct focusing attributes to improve its effectiveness.

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