教师示范视频对扎姆法拉州理工学院学生速记成绩的影响

S. Shahid, A. Aniah, Z. E. Adamu, M. Adeyeye
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引用次数: 0

摘要

本研究考察了教师示范影片对扎姆法拉州理工学院学生速记成绩的影响。本研究采用前测后测准实验和对照组设计。本研究从两所理工学院的两个完整班级中获得了185名学生的样本量。通过简单的随机选择将这些学生分为实验组和对照组。数据采集工具为速记成绩测验(SHAT)。由3名教育技术专家和5名速记讲师验证。随后对仪器进行了信度测试,并使用Pearson积矩相关法计算了数据。得到的系数值为(r) .75,表明该仪器对研究是可靠的。对现场收集的数据进行计算,并使用均值和标准差回答研究问题,同时使用t检验检验假设。所有分析均使用SPSS version 23进行。本研究发现,播放教师示范视频的中专学生的速记成绩与对照组存在显著差异。本研究还发现,观看教师示范视频的男女职业技术学院学生的速记成绩存在显著差异。基于这些结果,研究人员建议速写讲师在决定在速写课上使用视频教学之前,应批判性地检查其必要性、使用的适用性、操作的便利性以及可能获得的好处,以避免在课程结束时白费功夫。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Impact of Teacher Demonstration Video On Polytechnic Students’ Achievement in Shorthand in Zamfara State
The study examined the effect of teacher demonstration video on Polytechnic students’ achievement in Shorthand in Zamfara State. A pretest-posttest quasi-experimental and control group design was used in the study. A sample size of 185 students was obtained from the two intact classes of the two polytechnics that were used for this study. The polytechnics were assigned to treatment and control groups through simple random selection. The instrument for data collection was Shorthand Achievement Test (SHAT). It was validated by 3 educational technology experts and 5 Shorthand lecturers. The instrument was later subjected to reliability test and the data was computed using Pearson product Moment Correlation. A coefficient value of (r) .75 was obtained indicating that the instrument is reliable for the study. Data gathered from the field was computed and used to answer the research questions using mean and standard deviation while hypotheses were tested using t-test. All the analyses were conducted using SPSS version 23. The findings of the study revealed that significant difference exists in the Shorthand achievement scores of polytechnic students exposed to teacher demonstration video and those in the control group. It also revealed that significant difference exists in the Shorthand achievement scores of male and female polytechnic students exposed to teacher demonstration video. Based on these outcomes, the researchers recommended amongst others that Shorthand lecturers should critically examine the need, suitability in use, easy in operation and the possible benefits which is attainable in the use of video instruction in his shorthand class before deciding to apply it in order to avoid futile efforts at the end of the lesson.
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