V3I6P62

Effects of Video-Based Mobile Technology Instruction on Achievement in Mechanics Concepts of Physics in Niger State, Nigeria

U.S Anaduaka. PhD^1*, Dada Ayodele PhD² , Suleiman Dogonyaro Gulee, Ph.D³

Abstract

This study investigated the effects of Video-Based Mobile Technology (VBMT) instruction on senior secondary school students’ achievement in Mechanics concepts of Physics. A quasi-experimental pre-test, post-test control group design was adopted. Sixty-two (62) SS2 Physics students (37 males, 25 females) from two public secondary schools in Bida Educational Zone, Niger State, Nigeria, participated in the study. The experimental group was taught using VBMT, while the control group used the conventional lecture method for six weeks. The Mechanics Concept Achievement Test (MCAT), using a test-retest reliability coefficient of 0.90, served as the instrument for data collection. Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at a 0.05 level of significance. The findings revealed that students exposed to VBMT achieved significantly higher than those taught using the conventional lecture method (F(1, 57) = 6.012, p = 0.017). Furthermore, using the genders within the experimental group, the male students at (F(1, 31) = 6.396, p = 0.017), performed significantly higher than their female counterparts. Based on these outcomes, it is recommended that Physics educators should integrate mobile video technology as an intervention to simplify abstract concepts, while consciously deploying gender-inclusive instructional method to bridge the technology-gap for female students.

Keywords:

Video Based Mobile Technology, Achievement, Mechanics. Physics