COMPARATIVE EFFECT OF POWER POINT PRESENTATION AND DIGITAL VIDEO SCHOOL STUDENTS’ INSTRUCTION ON SECONDARY ACHIEVEMENT IN GEOGRAPHY

Abstract

This study was on comparative effect of power point presentation and digital video school students’ instruction on secondary achievement in geography. Three objectives were raised which included:  Find the comparative effect of power point presentations and digital video instructions on students achievement in Geography, ascertain the effects of power point presentations and digital video instruction on gender achievement in Geography and determine the interaction effects of modes of teaching and gender on the students’ achievement in Geography. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Dutse local government in Jigawa state. Hypothesis was tested using Chi-Square statistical tool (SPSS).

Chapter one

Introduction

1. 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).

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. Geography is the science that studies the lands, features, inhabitants, and phenomena of Earth. A literal translation would be “to describe or write about the Earth”. Geography is an all-encompassing discipline that foremost seeks to understand the Earth and all of its human and natural complexities not merely where objects are, but how they have changed and come to be (Kurt, 2009). 5 Geography as a discipline can be split broadly into two main subsidiary fields: human geography and physical geography. The former largely focuses on the built environment and how humans create, view, manage, and influence space. The latter examines the natural environment and how organisms, climate, soil, water, and landforms produce and interact. The difference between these approaches led to a third field, environmental geography, which combines physical and human geography and looks at the interactions between the environment and humans (Aughton, 2007). Since the beginning of humankind, the study of geography has captured the imagination of the people. In ancient times, geography books extolled tales of distant lands and dreamed of treasures. These people experienced many adventures and needed a way to explain and communicate the differences between various lands. Today, researchers in the field of geography still focus on people and cultures (cultural geography), and the planet earth (physical geography). Geography is the discipline that attempts to explore how environments emerge by natural processes, how societies produce, organize, use and misuse environments, and how societies themselves are influenced by the environments in which they are located. Thus, geography aims to study both natural and human realms and their interactions, focusing on space, places, and regions, addressing and questioning both short-term and longer-term processes and their resultant patterns (Edson, 2010).

Geography is, in the broadest sense, an education for life and for living. Learning through geography – whether gained through formal learning or experientially through travel, fieldwork and expeditions – helps us all to be more socially and environmentally sensitive, informed and responsible citizens and employees (Pattison, 2006). Geography informs us about: The places and communities in which we live and work. Our natural environments and the pressures they face. The interconnectedness of the world and our communities within it. How and why the world is changing, globally and locally. How our individual and societal actions contribute to those changes. The choices that exist in managing our world for the future. The importance of location in business and decision-making (Brena, 2004:7). According to National Policy on Education (2004: 18) the objectives of teaching geography at secondary schools include, among others: 1. To provide a broad understanding of the study of geography and of the work of geographers. 2. To demonstrate the utility of a geographical understanding of issues and problems at a variety of scales, from that of the world as a whole to that of local events and incidents. 3. To demonstrate the utility of geography in suggesting possible solutions for such problems, and in evaluating solutions and policies proposed elsewhere. 4. To develop the students’ ability to evaluate and discuss alternative viewpoints relating to geographical processes and concepts. 5. To enhance students’ abilities to develop skills in the acquisition, evaluation and use of information. 6. To develop students’ oral, written, numerical and visual presentation skills. 7. To develop students’ abilities in field-based investigations of geographical phenomena. 8. To train students in the carrying out of personal research projects. These specified objectives form the platform for the structuring and presentation of geography lessons in secondary schools. Geography candidates are therefore expected to display a reasonable change in behavior that commensurate with these objectives. But in recent times, most educationists and the general public are becoming worried about the declining academic performance of students in secondary schools internal and external examinations in geography. Researches conducted by Bangbade (2004), Ogunyamodi (2001) and Elochukwu (2001) revealed that the school, parents and teachers, are responsible for the declining academic performance of students in geography. The success of any teaching and learning process which invariably influences students’ academic performance depend on how effective and efficient the teachers are. Teachers who are the personnel incharge of teaching and implementing educational policies designed to attain educational goals cannot be neglected, if the educational goals and in fact, national 8 development goals are to be attained. In his effort to find out factors responsible for declining in students’ academic performance in geography within secondary schools in Jigawa State, Abdul,(2006) discovered that poor educational background and low socio-economic status of parents, negatively affect the performance of students in secondary schools in the state, while Babajide (2010) found out that the poor quality of teachers in the secondary schools in the state have a negative influence on the students’ academic performance in geography in both internal and external examinations. He explained further that the knowledge of subject mater, communication ability, interest in the job and emotional stability of teachers have significant influence on the academic performance of students in secondary schools. He concluded that one of the measures to adopt in the state to improve students’ academic performance in geography was re-orientation of teachers, organizing in-service training for them and thorough screening of teachers to be recruited so that the best candidates are appointed. In addition to above, the teachers have the obligation of searching for the newer and improved ways of teaching their respective school subjects to promote efficiency in instruction. This progressiveness in teaching profession however requires wide range adoption of variety of instructional media, agreeable with the ever changing and technology driven society like ours (Nwafor, 2007). Gender refers to the social attributes and opportunities associated with being male and female and the relationship between women and men and girls and boys, as well as the relations between women and those between men. These 9 attributes, opportunities, and relationships are socially constructed and are learned through socialization processes. Gender determines what is expected, allowed and valued in a woman or a man in a particular society. However in most societies there are differences and inequalities between women and men in responsibilities assigned, activities undertaken, access and control over resources, as well as decision making opportunities (Howard, 2003). Beverly, (2005) noted that the society assumes a woman to be a mother, school teacher, a nurse, hair dresser, house maid, social worker and/or secretary. And that by this assumption, women will not need rigorous training in pure and applied sciences, auto-mechanic, and calculus. The assumption also falls in line with teachings of Nassirdeen (1989) who describes women as well cultured, responsible child-bearing mothers, who have exclusive role of child up-bringing for the society. Such tilting reportage on gender and sex differentiations has influence on male and female career choice which could in turn affect the performance of students in specified school subjects. The state on, on the other side perpetuates gender bias by the way of segregating secondary schools by sex, that is, running single sex schools, separating students names in the attendant registers, arranging students by sex either in separate classes or by rolls in the same class. In this way gender psychology gradually builds in inferiority complex and sense of mediocrity in a set of students. It is therefore the intention of the researcher also to establish whether gender (male or female) affect the level at 10 which students exploit the qualities of powerpoint presentation and/or digital video instruction in learning geography

Statement of the problem

The conventional teaching method with textbook as the main teaching tool has been the most widely practiced among the geography teachers in Dutse local government area. Not much effort has been made to effect a fundamental change to ensure effective learning. It seems like the teachers and the students are “comfortable” with the traditional classroom instruction, while the enthusiasm for geography is continuing fading away. The WAEC Chief Examiners reports, 2009, 2010, and 2011, indicated declining achievement of students in Geography exams. The results revealed that secondary schools students achievement in geography in these examinations were highly declining, even when few students sat for the examinations. There is need for a paradigm shift of mode of lesson presentations (Ministry of Education Science and Technology Dutse, 2012) . Having realized the necessity of applying a more effective teaching methodology, with the adoption of instructional media in the study of geography, the quandary now is to find out the more effective instructional strategy, between power point presentation and digital video instruction in other to adopt it, and fully apply it in the teaching of geography in schools to ensure better teaching and understanding of the subject. It was these problems that engendered this study.

Objective of the study

The objectives of the study are;

1. Find the comparative effect of power point presentations and digital video instructions on students achievement in Geography

 2. Ascertain the effects of power point presentations and digital video instruction on gender achievement in Geography

3. Determine the interaction effects of modes of teaching and gender on the students’ achievement in Geography

Research Hypotheses

The following research hypotheses are formulated

HO1: There will be no significant difference in the mean scores of students taught using power point presentation and those taught using Digital Video Instruction in Geography.

.HO2: there will be no significant difference in the mean scores of male and female students taught with power point presentation and those taught using Digital Video Instruction in Geography

Significance of the study

This research work will be a point of reference for students, academia, researchers, and authors, who could embark on further study on the subject matter. In other words, it will be a reference material for future academic research. The findings of this study will be of great benefit to students, teachers, school authority and Jigawa state education commission. This study will expose students to multimedia facilities like computers, projectors, digital cameras, CD/DVD plates etc. This will make them become familiar with such electronic devices and even make use of them for some other useful purposes in their future endeavor. The study will offer the teachers the opportunity to touch, handle and even get acquainted with these ICT/ multimedia tools in the course of using them in the teaching of geography. With this exposure, geography teachers in Dutse local government area of Jigawa state will become ICT competent. The findings of this study will enable the school authority to realize the importance of newer technologies (power point presentation and digital video instruction) in teaching in their schools. This will enable them support and uphold the use of these technologies in teaching especially in geography as well as other subjects. The findings of this study will also encourage the school authority to budget for the procurement of these newer instructional media for better and effective delivery of instructions. The findings of this study will provide insight to the Jigawa State Education Commission on the importance of integrating new technologies into the various schools subjects. This perceptive will aid her in policy formulation which will encourage the applications of these teaching media in teaching not only geography, but in some other subjects in various secondary schools across the state. The outcome of this study will further provide platform for either validating or invalidating the Generative theory of multimedia instruction, as propounded by Richard E. Mayer.

Scope of the study

The scope of the study covers the comparative effects of power point presentations and digital video instructions on SS I students’ achievement in geography in Dutse metropolitan area of Jigawa State, Nigeria. The study will cover all the mixed public secondary schools in Dutse Local Government Area. Two topics will be selected from the SS 1 syllabus (the Relief system in Nigeria, and The Vegetation system in Nigeria), for the study.

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