Instructional Television versus Conventional Instruction: A Comparative Study of Achievement in Secondary School
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Date
2009-06
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Addis Ababa University
Abstract
The major purpose of this study is to investigate the contribution of
Instructional Television (lTV) and students' ability level, gender and age to
the variation in students' academic achievement. The participants were 1890
randomly selected Shinshicho Secondary School (n=1260) and Doyogena
Secondary School (n=630) students of Kembata Tembaro Zone. Students
from Shinshicho Secondary School were taught with Instructional Television
(lTV) and those of Doyogena students were taught with Conventional
Instruction. Documents of Ethiopian General Secondary Education
Certificate Examination (EGSECE) results and teachers' achievement test
results were used to obtain data relevant to the independent and dependent
variables of the study. The analysis was carried out using ANOVA, F-test and
t-test. Results indicated that there is significant difference in academic
achievement between students in Instructional Television (lTV) group and
Conventional Instruction group. The conventional group performed better in
grade point average than satellite television group. With regard to ability
levels, the two-way analysis of variance (ANOVA) indicated that there was
significant difference in academic achievement among ability levels at alpha
0.05 levels. There were no statistically significant differences in grade point
average of High and average achieving students between the satellite
instructional television and conventional methods of instruction. The low
achieving students from conventional instruction group performed better in
academic achievement than the instructional television group student.
However, the results revealed that there was no statistically significant
difference in academic achievement among the age groups.
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Keywords
Television versus Conventional Instruction