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COMPARATIVE EFFECTS OF DIGITAL INSTRUCTIONAL VIDEO AND POWER POINT PRESENTATION ON ACADEMIC ACHIEVEMENT AND LEARNING RETENTION OF BASIC TECHNOLOGY STUDENTS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study aims to investigate and compare the effects of digital instructional videos and PowerPoint presentations on the academic achievement and learning retention of basic technology students. With the increasing integration of technology in educational settings, it is important to explore the most effective instructional methods to enhance student learning outcomes.
The study will employ a comparative research design with a sample of basic technology students. Participants will be randomly assigned to two groups: one group will receive instruction through digital instructional videos, while the other group will receive instruction through PowerPoint presentations. The academic achievement and learning retention of the students will be measured through pre- and post-tests and a delayed retention test.
The research will focus on the following variables: academic achievement, measured by comparing the pre- and post-test scores of the participants; and learning retention, assessed by comparing the scores of the delayed retention test. Additionally, participants’ perceptions and preferences regarding the instructional methods will be collected through surveys or interviews.
The data collected will be analyzed using appropriate statistical techniques, such as t-tests or analysis of variance (ANOVA), to determine if there are significant differences between the two instructional methods in terms of academic achievement and learning retention. The study will also examine the participants’ perceptions and preferences to gain insights into their experiences and preferences for future instructional practices.
The findings of this study will contribute to the existing literature on instructional methods in education and provide insights for educators and instructional designers in selecting the most effective digital tools for teaching basic technology. The results may inform pedagogical practices and curriculum development, ultimately enhancing student learning outcomes in basic technology education.
Keywords: digital instructional videos, PowerPoint presentations, academic achievement, learning retention, basic technology students.
COMPARATIVE EFFECTS OF DIGITAL INSTRUCTIONAL VIDEO AND POWER POINT PRESENTATION ON ACADEMIC ACHIEVEMENT AND LEARNING RETENTION OF BASIC TECHNOLOGY STUDENTS, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
