EFFECTS OF VIDEO-AIDED INSTRUCTION ON STUDENTS’ LEARNING ACHIEVEMENT IN GEOMETRY IN COLLEGES OF EDUCATION, GHANA

Mathematics

The study investigated how students' learning achievement in geometry at a college of education in Ghana was affected by video-aided instruction. The study used a pre-test-post-test non-equivalent control group quasi-experimental research design. Two research questions and two null hypotheses served as the study's pointer. The study included a sample size of 58 undergraduate mathematics students. The sample consisted of 21 students in the control group and 37 students in the experimental group. The Geometry Achievement Test (GAT) was used to compile the data. Experts in mathematics education and instructional technology determined the validity of the instrument. A reliability coefficient of the GAT was calculated using Kuder-Richardson's formula 21 and was found to be 0.87. Analysis of Covariance (ANCOVA) was utilized to test the hypotheses at the 0.05 level of significance while mean and standard deviation were employed to examine the data obtained to provide answers to the research questions. Based on the study's findings, undergraduate students who were taught geometry with the help of videos did better than those who were taught geometry with diagrams. However, employing video-assisted instruction, there is no discernible difference in learning outcomes between male and female students pursuing geometry. The study's findings led the researchers to suggest that geometry instruction in Ghana's Colleges of Education be supported by video.

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