The Effects of Interactive Instructional Television on Upper Basic Students’ Academic Achievements in the Hausa Language

Table of Contents

• Abstract
• Introduction
• Objectives of the Study
• Research Questions
• Research Hypotheses
• Research Methodology
• Results
• Test of Hypotheses
• Major Findings
• Conclusion
• Recommendations
• References

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

Education in every country needs to be a high-priority situation, embracing new changes and ideals to its process. The disposition to acquire and apply technology to it is necessary to encourage teachers and students to have better contact, with this technology, to reinforce, practice and increase knowledge in different areas. The National Policy on Education (2014) in accepting education as an instrument of change has set up among other things education resource centres where emphasis is paid to audio-visual aids. We also have the audio-visual development centre of the Federal Ministry of Education. A teaching plan is incomplete without showing in comprehensive form; the audio-visual aid to be used. The students do not easily forget the experiments in the subject because most of their facilities of learning sight, touch, tastes, brain and so on are involved in their hard and softness.

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.

H0_2: 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.

References

Akintunde, S. A. (2004). Effect of Structured and In-structured Group Interaction Pattern on Learning Outcomes of Primary School Students on Some Environmental Education Concepts.Unpublished PhD Thesis, University of Ibadan.

Clark, C. & Gorski, P. (2002). Multicultural Education and the Digital Divide: Focus on Gender. Multicultural Perspective. 4(1), 30 40.

Federal Republic of Nigeria (2004). National Policy on Education: Lagos. Federal Government Press.

Kozma, R.B. (1991). Learning With Media.Review of Educational Research.Vol. 61, No. 2, pp. 179-211.

Marshall, J.M. (2002). Learning With Technology: Evidence That Technology Can, and Does, Support Learning. White Paper Prepared for Cable in the Classroom.

Olagunju, S. O (2001). Sex, age and Performance in Mathematics Abacus: Journal of Mathematics Association of Nigeria, 26 (1), 8-16.

Olayiwola, A.O. (2007). Procedures in Education Research, Kaduna: Hanijam Publications.

Shiaki, O.B. (2005). Attitudinal Attributes as Correlates of Educational Statistics Among M.Ed Students of Benue State University.

Tanko, A. B. (2014). Effects of Inquiry Teaching Method on Academic Performance of JSS students in Kaduna Central Inspectorate Division. An Unpublished M.Ed. Thesis Submitted to Post-graduate School. Zaria: Ahmadu Bello University.

Wetzel, C. D. Radtke, P.H, Stern, H.W. (1994). Instructional Effectiveness of Video Media. Hillsdale, NJ: Lawrence Erlbaum Associates.

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