| dc.description.abstract | This study investigated the effects of video programmes utilization on standard two
pupils science achievement in Dagoretti district, Nairobi county. The objectives of
this study were: To examine the effect of level of integration of video programmes
into lessons by the teachers on class two pupils achievement in science, To determine
the relationship between the time allocated for using video programmes and class two
pupils achievements in science and to find out whether there was significant
difference in science achievement of pupils who were taught using traditional method
of teaching with integration of video programmes and those who were taught using
traditional method of teaching without the integration of video programmes in science
lessons. The study was informed by the cognitive theory of multimedia learning by
Mayer (1997) and constructivist theory of Bruner (1970).Descriptive survey design
was employed. The sample size comprised of six schools, six class two teachers and
thirty, class two pupils. Both purposive and simple random sampling technique was
used to identify the respondents. Questionnaires and validated research –made
achievement test was used for data collection. Statistical tools used to treat the data
were; mean, and standard deviation. The data was presented in form of tables, charts
and graphs. The study established that class two pupils who were taught using an
integration of video programmes had higher scores in science as compared to those
who were taught using traditional methods only. In addition it was found that the level
of video integration, time allocated for video programmes and frequency of using
video programmes affected learners‟ achievement in science to a great extent. It was
therefore concluded that utilization of video programmes in science lessons could
enhance the academic achievement of lower primary school pupils. It was
recommended that there is need for the utilization of video programmes in teaching
science in primary school as it could enhance pupils‟ achievement. The study also
recommended that there is need to train teachers to ensure appropriate skills are being
employed on video programme utilization. | en_US |
