Table of Contents
Citation: Busa, M.A. & Umar, A. (2024). The Effects of Interactive Instructional Television on Upper Basic Students’ Academic Achievements in the Hausa Language. Dynamics in the 21st Century Hausa Prose Literature. Tasambo Journal of Language, Literature, and Culture, 3(1), 153-158. www.doi.org/10.36349/tjllc.2024.v03i01.017.
The Effects of Interactive Instructional Television on Upper Basic Students’ Academic Achievements in the Hausa Language
By
Muhammad
Aliyu Busa Ph.D
Fati
Lami Abubakar Institute for Legal and Administrative Studies, Minna
08023370358
babawoabdul@gmail.com
And
Abdullahi
Umar Ph.D
Fati
Lami Abubakar Institute for Legal and Administrative Studies, Minna
07037788822
babawoabdul@gmail.com
Abstract
The study is titled “The Effects of Interactive Instructional
Television on Upper Basic Students’ Academic Achievement in Hausa Language.
The study was quasi-experimental and specifically, the non-equivalent
comparison group design was adopted. The study used 120 Upper-Basic II from Minna
Educational Zone, Niger State. The study answered two (2) questions and tested
two (2) null hypotheses. Hausa Language Achievement Test (HALAT) was the data
collection instrument. Expert duly validated the instrument and has a
reliability coefficient index power of 0.780. The mean and standard deviation
were equally used to answer the questions raised by the study. The independent
sample t-test was used to test the study’s null hypotheses at 0.05 alpha. The
study discovered significant differences between the academic achievement
scores of the experimental and the comparison groups. By implication the upper
basic students taught Hausa language with interactive instructional television
outperformed their counterparts taught with lecture technique. The study found
that gender does not affect the performances of the experimental group signifying
that the students who were taught the Hausa language with interactive instructional
television performed credibly well irrespective of their gender. In light of
the above, the study recommends Hausa language teachers should be encouraged to
use interactive instructional television in their classrooms for their students’
optimum academic excellence in Niger State; Niger State government, through the
Ministry of Education, donor Agencies and influential individuals should support
and provide all the funds needed for the procurement and maintenance of instructional
television for maximum efficiency and service delivery.
Keywords:
Academic Achievement, Hausa Language, Interactive, Instructional
Television,
Introduction
A television set can be a window to the world that students may
never have the opportunity to visit. A television programme can spotlight a
foreign culture, a moment in history, a science concept, or a person’s life.
Howard Gardner, Educational Psychologist, recognizes visual experience as the
most common learning style; video is a natural educator. Like other educational
resources, video should be used wisely and efficiently, maximizing its
instructional impact. In the hands of a good teacher, the VCR, monitor, and
remote control empowers students’ learning, unhampered by cognitive skill
levels, age, gender, or even language proficiency (Akintunde, 2004).
The Hausa language interactive learning system was developed for
the training of first-language users willing to learn how the language through
classroom instruction, and the second language learners and other people
interested in the Hausa language. The Hausa language is the second most spoken
language in Africa and one of the most popular among the indigenous languages
in Nigeria. However, it has a shortage of digital tools as well as interactive
learning systems. This calls for the need to develop such learning tools to
mitigate the extinction of the language. It also encapsulates a review of
language learning systems other than the traditional classroom platforms. The
simplicity of the implementation of the system allows for easy communication
between users and the system (Tanko, 2017).
The term “instructional television” refers to the use of the
television medium in any of its various technical forms to present information,
ideas and experiences in any subject area and at any level as some portion of organized
educational programmes. The methods and practices of educational television are
rapidly evolving in the wake of changing educational philosophies and newly
developing communication alternatives. Instructional Television is an emerging
instructional medium used in classrooms in many parts of the world to improve
students’ academic performance and to enable a teacher to teach a large group
of students within and outside the school environment. Instructional Television
as described by Wetzel, Richard, and Fred (1994) constitutes simple television
cameras used in the classroom which serve as image magnifiers to aid
demonstration, and small portable video tape recorders which permit review and
evaluation of student performance.
Shiaki and Sauthanam (2005) describe Instructional television
as a program related to organized formal instruction and is directed to
individual viewers who come under non-formal educational programs where
suitable follow-up work by the teacher is essential to consolidate the gain of
knowledge. Vankatali et al (2014) further stated that instructional
television programmes tend to bring into the classrooms experiences that local
teachers cannot arrange. These include costly demonstrations, complicated
experiments and visual excursions to far-off places and current events. Such
programmes are carefully produced and involve all kinds of inter-related
learning experiences which produce good results. They seek to overcome the
obsolescence of the syllabus and present the latest advances in all fields of
learning. The programme fully exploits the following potentials of the medium.
a. Immediacy for bringing to viewers the latest and existing
new findings.
b. Omnipresence for taking the viewers to the exact place
like a research laboratory of a radio, television station and conference.
c. Animation and special effects to help clarify concepts and
invisible processes.
d. Visual power for showing a variety of things.
e. Intimacy with the things presented.
A study conducted by the Ministry
of Culture in Lagos (2005) recommended that television facilities should be
used for educational development as well as widening access to education, to
reduce existing disparities between different regions of the country as well as
different sections of the population and also for bringing about an overall
improvement in the quality of education. The study proves that television, through
commonly devised programmes, could contribute to the creation of national
integration, bring about awareness of problems of national significance and
develop desirable attitudes and values among children and youth and the
population at large.
Various studies have shown
that media has a profound influence on the minds of children as well as adults;
some of them tend to encourage positive habits as well as curiosity on the part
of the user. Previous studies revealed that there is no instance an innovation is
investigated and discussed thoroughly as in instructional television as it
gives room for the use of television in formal courses regardless of age or
gender and regardless of whether or not they are given credit. These include
school instructions as part of courses for direct teaching or for facilitating
lecture demonstrations.
Instructional television may
be distributed by open or closed-circuit systems or by both simultaneously. The
primary goal of instructional television is to improve the quality of education
and classroom utilization. Instructional television now stands as the most
significant crossroad in history. A research study conducted by Kozma (1991)
reveals that there can no longer be any doubt that students learn efficiently
from instructional television.
Despite the audible objectives and benefits of the Hausa language
in the school curriculum, the subject is being taught via the conventional
method which may lead to ineffective learning and poor attitude of students
toward the subject. Studies have shown the facilitative effects of
instructional audio-visual media in learning, but most of these studies are on another
subject apart from the Hausa language. Based on the above, this study evaluates the effects of interactive
instructional television on upper-basic students’ academic achievement in the Hausa
language in Niger State of Nigeria.
Objectives of the Study
The main objective of this study is to evaluate the Effects of Interactive Instructional Television on Upper
Basic Students’ Academic Achievement in Hausa Language in Niger State of
Nigeria. Specifically, the study seeks to:
i.
Find out the academic achievement of the upper basic students taught the Hausa
Language by way of interactive instructional television and those taught
through face-to-face lecture techniques;
ii.
Determine the difference between the academic
achievement of upper basic students
taught the Hausa Language by way of interactive instructional television about
gender;
Research Questions
This study was guided by the following questions;
i.
How do the academic achievement scores of upper basic students taught the Hausa
language using interactive instructional television and those taught through
lecture method?
ii.
What is the difference between the academic
achievement scores of male and female upper-basic
students taught the Hausa language using interactive instructional television?
Research Hypotheses
Based on the above findings the following null hypotheses were
formulated and tested at a 0.05 level of significance:
H01: There is no significant difference between
the academic achievement scores of upper
basic students taught the Hausa language using interactive instructional
television differs with those taught through the lecture method;
H02: There is no significant difference between
the academic achievement scores of male and female upper basic students taught the Hausa language using interactive
instructional television;
Research Methodology
This study utilized
non-equivalent comparison group designs. As stated by Marshall (2002) it is a
design in which the effects of a treatment or intervention are estimated by comparing
outcomes of a treatment group and a comparison group but without the benefit of
random assignment. This study utilized a purposive sampling technique to choose
the participating schools for the Quasi-experiment. Purposive sampling is a
form of non-probability sampling in which decisions concerning the individuals
to be included in the sample are taken by the researcher, based upon a variety
of criteria which may include specialist knowledge of the research issue,
capacity and willingness to participate in the research. However, Olayiwola
(2007) stated that 30 participants for each group (experimental and control)
are considered adequate for this kind of study. It is based on Olayiwola’s
suggestions that this study utilized 120 Upper Basic students; 60 students as the
experimental group and the other 60 as the comparison group respectively.
This study utilized a teacher-made test known as the Hausa Language
Achievement Test (HALAT) as a data collection instrument. The instrument was
duly validated by experts and has a reliability coefficient index power of
0.780. The mean and standard deviation were equally used to answer the
questions raised by the study. The independent sample t-test was used to test
the study’s null hypotheses at 0.05 alpha
Results
Research Question One:
What is the difference between the academic
achievement scores of upper-basic
students taught the Hausa language using interactive instructional
television and those taught through the lecture method?
Table 1: Descriptive statistics between the academic achievement
scores of upper basic students taught Hausa language using interactive instructional
television and those taught through lecture method
|
Variables
|
Groups |
N |
Mean |
SDev |
|
Academic Performance |
Experimental |
60 |
29.2500 |
8.57000 |
|
|
Control |
60 |
18.0167 |
5.13378 |
Table 1 above shows descriptive statistics on the difference between the academic
achievement scores of upper-basic
students taught the Hausa language using interactive instructional
television and those taught through the lecture method. According to the outcome, their computed academic performances
were 29.5000 and 18.0167 by those taught
using the lecture techniques aided by television and those taught using the lonely
lecture technique respectively. The mean for the academic difference was 11.133
in favour of the experimental group. This indicates that students taught using lecture techniques aided by
television have a remarkably higher academic performance than their counterparts
who are taught using lecture techniques only.
Research
Question Two:
What is the difference between the academic achievement scores of
male and female upper-basic students
taught the Hausa language using interactive instructional television?
Table 2: Descriptive
statistics between the academic achievement scores of upper basic students
taught Hausa language using interactive instructional television in relation to
gender
|
Variable |
Gender |
N |
Mean |
SDev |
|
Academic Performance |
Male |
30 |
30.2667 |
8.25847 |
|
Female |
30 |
28.2333 |
8.89278 |
Table 2 above is a descriptive statistic of the difference between the academic
achievement scores of male and female upper
basic students taught Hausa language using interactive instructional
television in relation to gender.
According to the outcome, their computed academic performances are
30.2667 and 28.2333 for male and female
students taught using interactive instructional television respectively. The
mean academic difference was 2.0334.
Test of Hypotheses
There is no significant difference between the academic achievement
scores of upper basic students
taught the Hausa language using interactive instructional television and those
taught through the lecture method;
Table 3: Independent t-test sample statistics difference between the
academic achievement scores of upper basic students taught Hausa language using
interactive instructional television and those taught through lecture method
|
Variable |
T/group |
N |
Mean |
SDev |
Df |
t-cal |
t-Crit |
Sig (p) |
|
Academic Performance |
Experimental |
60 |
29.2500 |
8.57000 |
118 |
8.710 |
1.96 |
0. 000 |
|
Control |
60 |
18.0167 |
5.13378 |
Calculated p < 0.05,
calculated t > 1.96 at DF 118
Results of the Independent sample t-test statistics in Table 3
revealed that a significant difference exists between the academic achievement
scores of upper basic students
taught the Hausa language using interactive instructional television and those
taught through the lecture method. This
was because the calculated significance (p) value of 0.000 is lower than the
0.05 alpha level of significance while the calculated t value of 8.710 is
higher is lower than the 1.96 critical t value at Df 118. Their computed
academic performances are 29.5000 and 18.0167 by those taught using lecture techniques aided by television
and those taught using lecture techniques respectively. This indicates
that students taught Hausa language using
interactive instructional television have significantly higher academic
achievement than their counterparts taught using the lecture method. Hence
the null hypothesis was rejected.
H02: There is no significant difference
between the academic achievement scores of male and female upper basic students taught the Hausa
language using interactive instructional television;
Table 4: Independent t-test sample statistics between the academic
achievement scores of upper basic students taught Hausa language using
interactive instructional television in relation to gender
|
Gender |
N |
Mean |
SDev |
Df |
T-cal |
t-crit |
Sig (p) |
|
|
Male |
30 |
30.2667 |
8.25847 |
58 |
.918 |
1.96 |
0.363 |
|
|
Female |
30 |
28.2333 |
8.89278 |
|||||
Calculated p > 0.05, calculated t< 1.96
at Df 58
The outcome in Table 4 shows the independent samples t-test
statistics on the difference between
the academic achievement of male and female upper basic Hausa language students
taught using interactive
instructional television. The reason is that the calculated significance
(p) value of 0.363 is higher than the 0.05 alpha level of significance while
the calculated t value of 0.918 is lower than the 1.96 critical t values at Df
58. Their computed academic performances are 30.2667 and 28.2333 by male and
female upper basic Hausa Language students respectively. Hence the null hypothesis is retained.
Major Findings
The following are the major findings of the study:
i.
A significant
difference exists between the academic achievement scores of the upper basic students taught the Hausa
language using interactive instructional television and those taught through the
lecture method;
ii.
There is
no significant difference between the academic achievement scores of male and
female upper basic students
taught the Hausa language using interactive instructional television.
Findings
The findings registered a significant difference between the
academic achievement scores of upper-basic
students taught the Hausa language using interactive instructional
television and those taught through the lecture method. There is no significant
difference between the academic achievement scores of males and females of both
the upper basic students taught
Hausa language using interactive instructional television.
The
result of the study reveals that there is a significant difference in academic
achievements between students taught with Instructional television and those
taught without it. This study supports the findings of (Olagunju 2001; Shiaka
2005; Clark 2002). They discovered that the use of instructional television in
teaching science subjects enhances students’ academic performance. They
affirmed that instructional televisions are effective in teaching owing to
their ability to captivate and hold attention as well as provide for direct
interaction of students with what is learnt. The use of Instructional television
is effective and results in more learning in less time and better retention of
what is learnt, especially when the material being learned is shown repeatedly
to the learners. They provide experiences not easily obtained through other
media and contribute to the efficiency, debt and variety of learning. According
to the findings use of instructional television is not gender dependent as
shown by Okoro (2008) but negates the study of Clark (2002) who discovered that
male students performed better than females when taught the Hausa language with
Instructional television.
Conclusion
Based on the above, it is
concluded that interactive instruction significantly improves
academic achievement scores of upper-basic students taught the Hausa language
in the study area. Also,
gender does not affect the
academic achievement scores
of upper-basic students taught the
Hausa language using interactive instructional television
.
Recommendations
In the light of the preceding,
the following recommendations are made:
i.
Hausa language teachers should be encouraged to
use interactive instructional television in their classrooms for their student's
optimum academic achievement;
ii.
The Niger
State government, through the Ministry of Education, should provide all the
needed funds that can be used for interactive instructional television for use in
teaching the Hausa language. This will greatly assist in promoting the upper
basic students’ academic achievement in the Hausa language.
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