Olajumoke Toye Ominowa, Emmanuel Folorunso Bamidele


This study examined the relative effectiveness of Video Mediated Instruction (VMI) and Classroom Demonstration Technique (CDT) on the performance of students in practical Chemistry and also determined the effectiveness of these modes of instructions on the retention ability of the students. A pre-test, post-test control group design was used for the study. The population for the study comprised of Senior Secondary School Chemistry Students in Class Two (SSSII) in Akure South Local Government Area of Ondo State. A sample of eighty eight of the SSS II Chemistry students in two intact classes from two randomly selected secondary schools in the LGA was used for the study. The two intact classes were randomly assigned to the treatment and control groups. The treatment group was taught with Video Mediated Instruction (VMI), while the control group was taught with the Classroom Demonstration Technique (CDT). A pre-test was administered before treatment to determine the entry level of the students in the two groups. The teaching lasted for four weeks after which a post-test was administered. Two weeks later, a retention test was then administered. The data obtained were analysed using t-test statistics. The results showed that there was a significant difference in the performance of students in the two groups. Students taught with VMI performed significantly better than those taught with CDT only (t =, p<0.05) Also, there was a significant difference in the effectiveness of VMI in enhancing retention ability of students in practical Chemistry. The study concluded that VMI was effective in teaching practical chemistry (Volumetric Analysis) and that integrating CDT with VMI will allow students to learn better.


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DOI: http://dx.doi.org/10.46827/ejes.v0i0.249


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