Effect of video-based instruction on students’ relational understanding and attitudes in solid mensuration

Abstract

This study explored the effectiveness of the use of video-based instruction on students’ relational understanding, their attitudes toward it, and their tendency to collaborative, in learning solid mensuration, in the Birim Central Municipality of Ghana. A mixed methods concurrent triangulation research design, embedded with one-group pre-test and post-test quasi-experimental design was employed. The same treatment and methodologies were used on two intact classes (𝑛 = 43 and 𝑛 = 39 respectively) of the two study schools. Questionnaire, lessons test scores, interview reports and written test scripts of the students were the data sources of the study. Descriptive, paired sample t test and effect size statistics were used to analyse the quantitative data, whereas the interview data and test scripts were analysed qualitatively. The two separate data sets produced similar results, with the qualitative results confirming and strengthening the quantitative results. The use of the video based instruction was found to be effective in developing students’ spatial ability and conceptual knowledge of solid mensuration concepts. The results also showed that students had positive attitudes toward the use of video-based instruction. Other findings were that the students benefitted socially, psychologically and academically from the collaborative learning strategies that were implemented in the study. The findings support the enactivism pedagogy of teaching adopted as the theoretical framework for the study. The results also provide evidence and recommendations on the significance of video-based instruction in improving students’ relational understanding and attitudes toward learning with video-based instruction, at the Senior High School level.