EFFICACY OF DIGITAL VIDEO INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS: IMPLICATION FOR CURRICULUM SPECIALIST AND EDUCATIONAL EVALUATORS

Authors

  • Francis Elochukwu Ikeh Department of Science Education, University of Nigeria
  • Callistus Chukwuemeka Eke School of General Studies, Imo State Polytechnic
  • Foluke Bosede Eze Department of Science Education, Federal University Otuoke
  • Mercy Ngozi Nwoye Department of Science Education, University of Nigeria
  • Ijeoma Awa Kalu Department of Science Education, Alex Ekwueme Federal University
  • Nonyem Ifediora Okeke Department of Educational Foundations, Faculty of Education, Chukwuemeka Odumegwu Ojukwu University
  • Ifeyinwa Awele Nji Department of Social Science Education, University of Nigeria
  • Smart Ebinga Obem Department of Science Education, Alex Ekwueme Federal University
  • Blessing C. Anakpua Department of Science Education, Alex Ekwueme Federal University
  • Kenneth Chikwendu Ugwu Department of Arts Education, University of Nigeria
  • Ibem Ukpai Ogele Department of Arts Education, University of Nigeria

DOI:

https://doi.org/10.18623/rvd.v23.5383

Keywords:

Digital Video Instructional Strategy, Achievement, Mathematics, Gender

Abstract

This study examined how effective digital video instruction is in enhancing mathematics achievement of secondary school students in Nsukka local government area of Enugu state, Nigeria; highlighting its implications for curriculum specialist and educational evaluators. It used a non-equivalent pretest-posttest control-group format, which is a type of quasi-experimental design. The study population consisted of 2,283 Senior Secondary School II (SSS II) students in Nsukka Local Government Area of Enugu State. From this population, a purposive sample of 120 students from two selected schools was chosen to take part in the research. The Mathematics Achievement Test (MAT), used for data collection, was vetted by experts in both Mathematics Education and Measurement and Evaluation to ensure face validity. Its reliability was confirmed with an index of 0.92, calculated through the use of Kuder-Richardson Formula 20 (KR-20). A pretest was given to participants in both groups prior to the start of the intervention, and a posttest was conducted after the six-week treatment period. Mean and standard deviation were applied to address the research questions, while analysis of covariance (ANCOVA) was used to test the hypotheses at the 0.05 significance level. To answer the research questions, the mean and standard deviation were utilized, and the hypotheses were tested at the 0.05 significance level using analysis of covariance (ANCOVA). The results showed that students taught mathematics using a digital video instructional strategy performed significantly better than those taught through traditional lectures. Additionally, no meaningful differences in achievement were observed between male and female students.

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Published

2026-03-16

How to Cite

Ikeh, F. E., Eke, C. C., Eze, F. B., Nwoye, M. N., Kalu, I. A., Okeke, N. I., … Ogele, I. U. (2026). EFFICACY OF DIGITAL VIDEO INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS: IMPLICATION FOR CURRICULUM SPECIALIST AND EDUCATIONAL EVALUATORS. Veredas Do Direito, 23, e235383. https://doi.org/10.18623/rvd.v23.5383

Issue

Vol. 23 (2026): Veredas do Direito, v. 23, 2026

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Articles

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