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.
