14 Effects Of Type Of Instructional Media On Achievement Of Senior Secondary School Students In Oral English In Rivers State, Nigeria

Abstract 

The aim of this study was to empirically investigate the effects of video, audio-plus-text and audio media on achievement of Secondary School students in oral English.   It examined the main effects of verbal ability and gender on students’ achievement in oral English. The study was guided by three research questions. It adopted pre-test post-test non-randomized factorial design. The area of study was Ogba Egbema Ndoni Local Government Area of Rivers State and the population of the study consisted of all the 3,894 senior secondary class 2 students in all the 20 public secondary schools in the area. The sample for the study consisted of 116 SS 2 students drawn from three co-educational secondary schools in Ogba Egbema Ndoni Local Government Area in Rivers State.  Purposive sampling technique was used, first to draw three comparable co-educational schools and then, simple random sampling was used in each of the three co-educational schools to draw one intact class per school for the study and to assign the schools to experimental groups. Two instruments, namely, Oral English Achievement test (OEAT) and Bilingual Verbal Ability test (BVAT) were used by the researcher and validated by three experts. The internal consistency reliability estimates for OEAT and BVAT were computed using Kuder Richardson’s formula (K-R21) and found to be 0.93 and 0.96 respectively. These instruments were administered as pretests to all the groups in the schools sampled. The treatment lasted for seven weeks. After the treatment, OEAT was shuffled and re-administered as posttest. The data obtained were used in answering the research questions. The result indicated that audio-plus-text media was more effective on students’ achievement in Oral English, followed by video and then, audio-only medium. The implication is that if teachers of Oral English adopt audio-plus-text media in teaching, students’ achievement in it may improve. The study recommended among others that teachers should be encouraged to get enough exposure on how to incorporate audio-plus-text   and video into the teaching of Oral English.

Introduction

English Language is an important language in Nigeria.  It is the language of administration in all government establishments including schools where it is a core subject and is used for classroom instruction (Udofot, 2011). It fills the communication gap between the various ethnic groups.  Failure in English language at the secondary school level according to Odike (2012) means a complete failure in formal education. The importance of English language, therefore, necessitates the need to ensure that students acquire good communication skills in the language, especially oral English. Thus, Gambari, Gbodi and Olumba (2012) state that deficiency in grammar, lexis and structure and phonetics is a great limitation to anyone that needs to survive in Nigeria.

Oral English is an aspect of English language and is  important in learning as most subjects and information in school are transmitted verbally in English language. Oral English or spoken English is concerned with the verbal production of speech sounds associated with meaning.  It also entails pronunciation.  Hismoanoglu (2006) submits that unless an individual has sufficient knowledge of the sound patterns of a language, he can neither hear and understand a message clearly nor interpret the message sent by other persons.   According to Ayuba (2012), it is the learning of vocal skills in order to articulate vocal sounds.  These sounds, known as phonemes are arranged in sequence to produce syllables which are used to form words and sentences during speech or writing. Thus, oral English involves listening and speaking.  It helps to develop fluency for effective communication and learning.  It also enhances understanding of English language, which is the language of instruction.

Notwithstanding the importance of oral English, Fasanmi (2011) and Dopemu (2011) observe that students’ performance in English language has consistently been poor and that this situation persists even at the present time.  Yekeen (2015) supports this observation.  Some reasons attributed to this situation include that teachers at the secondary level do not teach it in such a way that will develop student’s communication skills, most teachers according to Fasanmi (2011) do not have patience to treat learners like second language learners.  Ayuba (2012) notes that teachers’ apathy in the teaching of oral English contributes to students’ poor oral skills.  Studies have shown that some students have no mastery of oral skills (Yekeen, 2015).  For instance, some students are not able to recognize speech sounds and to distinguish between sounds such as long and short vowels or use supra segmental features of the language effectively (Udofot, 2011;  Jowit, 2012).   Fasanmi (2011) and Malik (2012) lament that students lack of oral skills affect their fluency in the language and add that intelligence and facilities play an important role in acquiring oral skills.  Other factors that affect the acquisition of oral skills are lack of adequate teaching method and exposure to the Oral English skills (Apeli & Ugwu, 2013) and failure of teachers to identify specific pronunciation features that cause problems for learners (Gilkajani, 2012).   Oral skills are consonants, vowels; diphthongs, syllable structure, stress and intonation.  These skills are components of oral English, which students should master.

Instructional media are essential in learning.   Research studies have shown that instructional media make teaching and learning effective (Ajoke, 2017; Kim & Gilman, 2008; Okune, Gudo & Odongo, 2013). It makes direct contact with the sense organs possible. Mangal & Mangal (2013) posit that senses are the gateway of knowledge, while learning is a process that involves all the sense organs. Therefore, instructional media that stimulate more than one sense organ are considered effective, but most teachers still  use the conventional method involving repetition and dialogue and in rare cases audio media (Adeyemi, 2014).  This method has not been effective as most students still lack oral skills.   Extensive literature search has shown that instructional media have the capacity to enhance achievement in teaching and learning oral English (Fasanmi, 2011; Ajoke, 2017, Odhiambo, 2013; Reiser, 2012; Okune, Gudo & Odongo 2016).   The instructional media used in the study are video, audio-plus-text and audio only.

Recently, researchers have explored the benefits of combining more than one media in lesson presentation following Mayer’s Cognitive Multimedia Theory and research (Kim & Gilman, 2008; Okwo, Mba & Anozie, 2012 & Gambari, Olumba & Gbodi, 2012). These studies combined text, spoken words, graphics and video, word and pictures, video and audio which were integrated to create authentic, attractive and multisensory context for learners.  For instance, Kim and Gilman (2008) found that providing words as narration and animation, helped learners performance more than narration, animation and on screen text.

While research has been conducted on the effects of instructional media on achievement of students in different aspects of English language (Olibie, 2010; Ajoke, 2017; Denisia 2010, Odhiambo, 2013).  Few research has been conducted on effects of instructional media such as video, audio-plus-text and audio on achievement of students in oral English (Gambari, Olumba & Fagbemi, 2012; Otegbayo & Onasanya, 2015; and Gilkajani, 2012).  Little attention has been given to the effects of instructional media such as video and audio-plus-text on achievement in oral English in Secondary Schools in Rivers State including verbal ability and gender as variables.

Verbal ability is another factor that influences learning.  It is described as a measure of language ability level of an individual as well as a measure of linguistic reasoning including problem solving ability of a person..  It is learner’s innate ability that influences language learning Malik (2012) suggests that it is affected by the components of oral proficiency such as pronunciation.    Fasanmi, (2011) notes that intelligence affects language learning.  Hence, it is established that interaction and discussion of any text material by any student would require a relatively high verbal ability (Ijiga, 2014, Gambari, Kutigi & Fagbemi 2014).  It therefore implies that the verbal ability of an individual will determine the person’s performance in a language, not only in reading, writing but also speaking skills.  Gambari, Kutigi & Fagbemi, (2014) state that verbal ability of an individual could be high, average or low. The study of Gambria, Kutigi & Fagbemi, (2014)  and Ijiga, (2014) found that high verbal ability students performed better than medium and low verbal ability students.  Malik (2012) found that lack of oral proficiency affects oral fluency.

Gender issues have been widely discussed and researched especially is language learning by scholars.  It is assumed to be one of the variables that impacts on students’ achievement in academics.  It is described as socio-cultural concept that ascribes masculine or feminine traits to individuals (Offorma, 2016; Nnachi, 2008, and Lin, 2011).  In language learning, numerous studies have shown that women are better than men in language expression, and short term memory, while men are better in instruction and space analysis of comprehensive abilities (E. L. Thorndike in Quian, 2015).  Quian claims that in terms of equality in background experience and teaching, girls’ scores are not as good as that of boys.  But Babalola & Oyinloye, (2012) expresses a different view. To them, language use is based on individual acumen not sex, when given equal opportunity to learn language through exposure to the right learning methods and learning habits.  Their study found no significant difference between the scores of boys and that of girls, contrary to the findings of Lin (2011), who revealed in her study that female students in Taiwan performed better than male students in vocabulary learning.  Like Lin’s study, Ijiga (2014) study  was  in favour of girls in reading comprehension.

In designing instruction, for teaching and learning, Mayer (2003) posits that it is good to structure learning based on how humans learn.  Theories of learning explain how learning takes place and the effects of instructional media on learners’ cognitive domain as revealed in Mayers’s theories and experiments (Mayer & Moreno, 1998).  This theory asserts that humans learn better from words (spoken or written) and graphics (picture) than words or pictures alone.  The main aim of this theory is to prod the learner to construct a coherent mental representation based on the materials presented through interaction.   Mayer’s theory is based on several other cognitive theories,; for instance, that learners construct their own perspective of the world through individual experiences  and schema during learning as they interact with learning materials. The cognitive multimedia theory of Mayer supports the combination of more than one media for effective instruction as this technique targets more than one sense organ while learning.

Despite previous works on effect of instructional media on achievement in oral English, little is known about the effects of video, audio-plus-text and audio-only on students’ achievement in oral English.  No study was found, to the best of researchers’ knowledge to have jointly taken up the effect of video, audio-plus-text and audio instructional media including verbal ability and gender as variables on achievement of students in oral English in Rivers State Nigeria.  This study focuses on effects of instructional media has effects on students’ achievement in Oral English including verbal ability and gender.

Research Questions

The following research questions are addressed in this study:

1. What are the mean achievement scores of students exposed to video, audio-plus-text and audio-only instructional media in oral English?
2. To what extent does verbal ability affect students’ mean achievement scores in oral English?
3. To what extent does gender affect the mean achievement scores of students in oral English?

Methodology

The design adopted for this study was a quasi-experimental research design.  Quasi-experimental design is a type of educational research in which the investigator manipulates the independent variable and observes the resulting effect on the achievement of intact groups of the subjects and interaction with each other (Gay, Mills &Airasiani, 2009).  Also, according to Ali (2006) this design is suitable for use with intact classes.  Specifically, the study is a pretest, posttest non-randomized 3 x 2 x 2 factorial design.

The population of the study consisted of 3,894 senior secondary class to (II) students from 20 public senior secondary schools in Omoku Education Zone, Onelga, Rivers State, Nigeria.   The sample for the study consisted of 116 SS 2 students drawn from three Co-educational Secondary Schools.   Purposive sampling technique was used first to draw three comparable co-educational schools, and then simple random sampling was used in each of the three co-educational schools to draw one intact class per school for the study and to assign the schools to experimental and control groups.   The sample size is suitable for an experimental study.  According to Sekaran and Bougie (2010), sample size larger than 30 and less than 500 are appropriate for experimental studies. Purposive sampling was used because this sampling technique selects objects based on particular characteristics of the population that is of particular interest to the study.

Data Collection Instrument

The instruments used in this study to collect relevant data were the Oral English Achievement Test (OEAT) and Bilingual Verbal Ability Test (BVAT).  The Oral English Achievement Test (OEAT) consists of 45 questions. OEAT was constructed by the researcher based on the senior secondary school oral English curriculum in line with West African Examination oral English question.  But in this case, Section A and B were recorded and administered via audio, while Section C was made up of questions designed for oral production in order to test the students; ability to pronounce accurately some sounds as well as stress and intonation.   The BVAT is an instrument designed by the National Association of School Psychologists, USA for measuring English language proficiency (ELP) and bilingual verbal ability.  The instrument takes into consideration the processing of verbal information which is affected by students’ level of mastery of English language and mother tongue   This BVAT was adopted and administered orally as required by the test  (Munoz-Sandavol, A., Cummins, J., Alvarado, C. G., & Reuf, C. 1998).

The OEAT and BVAT instruments were validated by three experts.   The reliability coefficient of 0.93 and 0.96 were obtained for OEAT and BVAT respectively using Kuder-Richardson (K-R) 21 formula.   Before the experiment, all the students were exposed to pretext.

Procedure

The treatment was administered for seven weeks.  The researcher with the help of research assistants administered the oral English Achievement Test (OEAT) on sampled students as pretest to ascertain the equivalence of the students before the treatments. The result of this after computation indicated that the groups were homogenous. The BVAT was also administered as pretest to classify students into high or low verbal ability.  Treatments were administered immediately.  The audio-only group, which was the control group was taught with the conventional teaching method, and the experimental groups, the video group was taught with video-only, while audio-plus-test group was taught  with audio-narration and speech sound symbols which constitute the text were written on the board.  The group listened to the audio first, before the text  was written on the board, though the audio was played repeatedly.  Thereafter, the OEAT was administered to all the groups as posttest to measure their achievement after the treatment.  The scores obtained were subjected to data analysis. The data were analysed using mean scores while standard deviation was used to answer the research questions.

Results

Research question One

What are the mean achievement scores of students exposed to video, audio-plus- text and audio-only instructional media in oral English?

Table 1:  The pretest, posttest and adjusted mean scores of students taught oral English with video, audio-plus-text and audio-only instructional  media

The results in table one indicated that the students taught oral English with audio-plus-text medium, had the highest adjusted mean score, followed by the students taught oral English with video instructional media 28.21 who in turn did better than the students taught with audio-only medium 25.47. This shows audio-plus-text media may be used to improve achievement of students in oral English.

Research Question Two

To what extent does verbal ability influence students’ achievement scores in oral English?

Table 2: Mean and standard deviation of students’ scores in oral English by verbal ability

The results in table 2 indicated that high verbal ability students taught oral English using video, audio-plus-text, and audio-only media achieved higher (28.41) than low verbal ability students (27.45) taught oral English using the same media.

Research Question Three

To what extent does gender influence the mean achievement scores of students in oral English?

Table 3: Mean and standard deviation of students’ scores in oral English by gender

The results in table 3 revealed that female students exposed to video, audio-plus-text and audio-only media performed better (28.30) than male students taught with the same media (27.74) in oral English.

Discussion

Effects of Video, Audio-Plus-Test and Audio-only Instructional Media on Senior Secondary School Students’ Achievement in Oral English

The results of the study show that students taught oral English using audio-plus-text medium obtained the highest posttest mean than those taught using video, who in turn, performed better than those who were taught using audio-only medium.

The results indicated that even though video and audio-plus-text are instructional media, the audio-plus-text group had higher mean score than the video group.  This showed that the audio-plus-text media is more effective than video media in oral English instruction. This could be due to the information presented via different modes which complement each other.  According to Najjar (1996), text can serve as visual reference point which anchors the learners ‘attention and prevent learners’ mind from wandering as they learn. It can equally serve as visual reminders of the segments presented.  Therefore, the audio-plus-text group used the text as an anchor and as visual reminder of what was presented via audio.  Hence, the group achieved highest in the test.

On the other hand, the video group might have suffered a split attention effect in an attempt to build referential connection between visual and text contained in the video.  Presenting text and picture at the same time may have led to information overload.  According to Paivio (2006), using visual modality such as video to present pictorial and verbal information can create overload situation for learners.

The findings of the study also showed that the video group performed better than the audio group as shown in their posttest mean score.  This could also be explained by Paivio’s (2006) dual coding theory and Mayer’s cognitive theory of multimedia (2008) which state that people lean more deeply from words and graphics than words alone.  And that multimedia is more effective when different types of media support one another rather than when superfluous sounds or images are presented alone.  Consequently, the audio group exposed to sound only, did not perform as well as other groups. The students in this group only listened, as the audio narrated verbal explanation only.

These findings are in agreement with some earlier research findings on the effectiveness of various instructional media on achievement in oral English (Gambari, Gbodi & Olumba, 2012; Okwo, Mba & Anozie, 2012; Kim and Gilman, 2008; Otegbayo & Onasanya 2015; Ajoke, 2017;  Odhiambo, 2013).

Influence of Verbal Ability on Students’ Mean Achievement Scores in oral English

Results showed that high verbal ability students achieved higher than low verbal ability students.  This could be explained by the fact that high verbal ability is needed in language learning. The findings of this study are in agreement with the results of Gambari, Kutigi & Fagbemi (2014), Ijiga (2014) and Abiodun & Folaranmi (2007).

Influence of Gender on the Mean Achievement Scores of Students in Oral English

The result of this study revealed that female students taught Oral English with instructional media performed better than male students taught with the same instructional media.  The findings  are in agreement with the study of Lin (2011) and Ijiga (2014).

But the study contradicts the earlier research findings of Abiodun and Folaranmi (2007) that there was no difference in achievement scores of male and female students in essay writing.  Gambari, Gbodi and Olumba (2012) in their study, found that gender had no influence on achievement of students in phonetics, likewise,  the study of Babalola and Oyinloye (2012).

Conclusion, Implication and Recommendation

Based on the findings of this study, it is obvious that teaching with instructional media especially audio-plus-text which is the most effective media; and then video, actually improve students’ achievement in Oral English.  And that verbal ability is  a significant factor on achievement in Oral English and  gender is also a factor on the achievement of students in Oral English.      The result of this study has provided empirical evidence on the effectiveness of instructional media such as audio-plus-text and video in lesson presentation, therefore the adoption of such media in Oral English instruction by teachers would lead to overall improvement of students’ performance in Oral English.   Hence, it is necessary for Oral English teachers to use media in teaching.

Recommendation

It is recommended that instructional media such as audio-plus-text, video and audio should be used by teachers in presenting Oral English lessons in secondary schools.   Teachers should also be encouraged to integrate instructional media in the lesson for effective results.   Government should equally provide enabling environment for the teaching and learning of Oral English.

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Correspondence can be directed to:

Dr. Mrs. C. F. Okoh