Video Instruction as a Literacy Package for Teaching Science in Inclusive Classroom

Abstract

This study investigated the effects of video instruction (as a literacy package) on the performance of students’ in selected abstract basic science concepts in an inclusive classroom in Jos, Nigeria. The study adopted a pretest- posttest non- equivalent control group, quasi-experimental design. Using purposive sampling technique, one inclusive school was select from 21 public junior secondary schools in Jos North Local Government Area of Plateau State. One hundred Junior Secondary School One (JSS1) students from the school constituted the sample. Two intact classes took part in the study as the experimental and control groups respectively. Both groups undertook pre-tests on BSCPT before exposure to different methods of teaching. After six weeks of teaching exercise, the experimental and the control groups undertook to a post-test on BSCPT. The experimental group was taught using video instruction the while the control group was taught using the conventional method. Data collection involved the use of Basic Science Concept Performance Test (BSCPT) with a reliability coefficient of 0.72. Three research questions were proffered and three hypotheses were tested. Data presentation involved frequencies and percentages and t-test to test the hypotheses at a = 0.05 level of significance. Results of the study indicate that students taught using video instruction out-performed their counterparts taught using the conventional method. There was no significant difference in mean scores of performance between boys and girls taught using video instruction. There was no significant difference mean scores of performance between regular children and those of disabled (slow learners) exposed to video instruction. The study recommends video instruction and other effective and innovative strategies for use by basic science teachers in inclusive classrooms.