International Journal of Social Science And Human Research

ISSN(print): 2644-0679, ISSN(online): 2644-0695

Volume 02 Issue 01 November 2019

Page No.- 01-07

Comparative Effects of Individualized and Cooperative video-Based

Instructional Strategies on Secondary School Students’ Achievement in
Biology in Makurdi Metropolis, Benue State, Nigeria
1
Nwaokolo, B 2Adejoh, M. James, 3Okwara, O. Kalu.
1,2,3
Department of Science Education Federal University of Agriculture, Makurdi, Benue State, Nigeria.

Corresponding author: Nwaokolo

Department of Science Education Federal University of Agriculture, Makurdi, Benue State, Nigeria

Abstract: This study was designed to determine the comparative effects of individualized and cooperative video – based
instructional strategies on secondary school students’ achievement in Biology in Makurdi Metropolis, Benue State, Nigeria. Three
research questions were asked and three hypotheses were formulated and tested. The study adopted a quasi – experimental design
of non –randomized pretest posttest control group type. The population of the study is one thousand and seven (1,907) while the
sample of eighty four (84) SS1students was drawn from two secondary schools using multistage sampling technique. In each of
the schools intact classes were randomly assigned to individualized video – based instructional strategy and cooperative video –
based instructional strategy. The research instrument, Biology Achievement Test (BAT) was developed, validated by five experts,
trial-tested and used for the study. The reliability of BAT was calculated using Kuder-Richardson formula 21 (K-R21) and was
found to be 0.68. Mean and standard deviation were used to answer the research questions, while Analysis of covariance
(ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings reveal that individualized and cooperative
video – based instructional strategies are effective in improving students’ achievement in ecology. However, cooperative video –
based instructional strategy is more effective than individualized video – based instructional strategy. There is also statistically
significant difference between the mean scores of male and female students when taught ecological concepts using individualized
and cooperative video – based instructional strategies in favour of cooperative video-based instructional strategy. It was therefore
recommended that Biology teachers in secondary schools should adopt cooperative video –based instructional strategy for
teaching Biology.
Keywords: Cooperative, Individualized, Video Based, Instructional Strategies, Achievement.

Introduction In spite of the importance of the knowledge of Biology for

Biology is the life science that deals with the study of life. It the socio-economic development of a country, achievement
refers to a combined set of life science dealing with in Biology at West African Examination Council (WAEC)
expansion, development, reaction, responses, reproduction, which is offered by senior secondary school student has
and the interrelationship of living and non-living things in been poor over the years. The implication of this failure in
our environment (Umar, 2011). The teaching and knowledge education is that Nigeria is having a serious shortage of
of Biology equip students with the necessary skills that are manpower in science and technology-related fields. This
useful in solving their day-to-day problem of life may affect Nigeria’s vision to become one of the 20
(Ityokyaa&Adejoh, 2014). The knowledge of Biology has industrialized nations in the world by the year 2020
contributed so much, by making life comfortable for people, (Gambari, Yaki, Gana, &Ughovwa 2014).
promote health and control many diseases, increase in food This poor achievement could be attributed to a
production with the aid of genetic engineering (Eunice, number of factors such as lack of school facilities, lack of
Khatet&Ondigi2014., Ityokyaa&Adejoh, 2014). Biology is qualified Biology teachers, Biology students’ negative
central to science and technology and it is indispensable in attitude to Biology, Biology language difficulties, Biology
the fields of medicine, agriculture, brewery, petro-chemical, teachers’ interpersonal behaviors in Biology classes, lack of
pharmacy, biochemistry, microbiology, and psychology Biology students’ motivation and interest, congested
among others (Umoke&Nwafor, 2014). It is obvious that no Biology classroom, overloaded Biology syllabus and poor
student intending to study these disciplines can do without instructional strategies used in teaching Biology (Kareem,
Biology. 2003; Onwirhiren, 2005; Ahmed, 2008).

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Comparative Effects of Individualized and Cooperative video-Based Instructional Strategies on Secondary School Students’
Achievement in Biology in Makurdi Metropolis, Benue State, Nigeria
Following the observed teaching and learning of interest, motivate learners to learn, it brings the real world
Biology in Nigeria education that is mostly characterized by experiences to the classrooms, and it conveys a sense of
the chalk and talk method of instruction which is ineffective immediacy and feeling of participation (Chinna&
in giving students the opportunity to learn the useful skills Dada,2013).
and the poor academic achievement in Biology, one The use of video-based instruction is relevant for
wonders if the high failure rate is not an indication of the both homogenous and heterogeneous set of learners. This
instructional strategies used in the schools? If Biology means that video gives students the opportunity to develop,
teaching and learning is not adequately assessed, and interact and share their ideas with friends, which can be
reformed then it becomes doubtful if Nigeria will meet up done through cooperative learning where a small group of
with its challenges of globalization (Ndirika&kanu, 2012). students works together to achieve set goals and it can also
For instance, in the submission of Usman (2009); Duze give the opportunity to students to learn at their own pace
(2011) and Yahaya (2012), the standard of education in and thereby individualizing instruction.
Nigeria is declining. Therefore, individualized instructional strategy
The declining rate of education, especially Biology refers to those classroom practices of teaching which
education might hinder the achievement of its objectives. recognize the uniqueness of each student’s learning.
The cardinal objectives of the Biology syllabus are to Olatoye, Aderogba, &Aanu (2011) describe individualized
prepare pupils to acquire: adequate laboratory and field instructional strategy as a method of instruction in which
skills, to ensure meaningful and relevant knowledge, to content; instructional materials, and speed of learning are
inculcate the ability to apply scientific knowledge to based upon the capabilities and interests of each learner.
everyday life in matters of personal and health and Nonetheless, cooperative learning contrasts
agriculture, and to inculcate reasonable and functional individualized learning because student works together and
scientific attitudes. These objectives can be achieved or are organized in small groups. Cooperative learning is an
hindered by the types of instructional strategies employed. instructional strategy where students are organizes in to
Therefore, in order to achieve these objectives in the Senior small groups of three to five members so that they can work
Secondary School level, very effective, motivating and collectively to maximize their own and each other’s
interactive instructional strategies need to be employed. learning. The small group is made up of heterogeneous
In this 21st century where children live in a groups of students working collectively to accomplish a
technological world, motivating and captivating strategies common goal; this implies that, the group is made up of
should be encouraged. This will enable students to learn, both male and female students.
understand Biology concepts and promote their Review of studies shows inconsistency on results
involvements in the teaching and learning process. Some of of male and female students on achievement in Biology.
these promising instructional strategies are technological Research reports are not explicit on the effect of gender on
ways of teaching using video-based instruction, cooperative achievement. Gender is a concept used to distinguish
learning, and individualized instructional strategy among femininity and masculinity from biological sex. It is said to
others. be one of the factors affecting students’ socio-cultural and
Technological ways of teaching come in many academic achievement. Zember&Blume (2011) report that
forms and is expanding rapidly in our nation and there is a most studies indicated that female achieves better than male
push for schools to keep up with this technology. The use of students in schools. Mobark (2014) found no significant
technology in secondary school is becoming significant difference in academic performance of male and female
because it equips students with skills and prepares them for students. Pandian (2004) reported that gender (male and
life in the real world (Perry, 2013). The benefit of using female) in cooperative video – based instructional strategy
technology as stated by (Perry 2013; Okoyefi&Nzewi 2012) improved higher than their counterpart. Orora, Keraro,
is as follows; Learning of Biology can be enhanced with &Wachanga (2014), Nnorom (2015) whose results showed
images, video and sound; different types of learners can be that the gender in experimental group improved in their
reached through the use of technology; it promotes students achievement. Studies conducted on gender showed that
commitment to learning; it enhances motivation and interest there are inconsistencies on the conclusions reached by the
and it makes Biology lessons more exciting. previous researchers. This study, therefore, inquires that if
Technological ways of teaching Biology include these strategies, individualized and cooperative video-based
video – based instruction (VBI), Computer- Assisted were used, which of the gender would improve upon their
Instruction (CAI), multimedia instructional strategy (MIS) achievement in Biology?
among others. The use of videos to instruct Biology in the
classroom is a step in the right direction toward Objectives of the Study
implementing and taking advantage of the available The purpose of the study was to determine the comparative
technology (Perry, 2013). The use of video can stimulate effects of using individualized and cooperative video based

IJSSHR, Volume 2 issue 1 Nov. 2019 available at: www.ijsshr.in Page 2

Comparative Effects of Individualized and Cooperative video-Based Instructional Strategies on Secondary School Students’
Achievement in Biology in Makurdi Metropolis, Benue State, Nigeria
instructional strategies on secondary school students’ and 40 female students. A multi-stage sampling technique
achievement in Biology. The specific objectives were to; was employed to select the sample for this study. Purposive
1. determine the effect of individualized and sampling was used to select two schools from the twenty-
cooperative video-based instructional strategies on five schools. The schools were chosen based on the
achievement scores of students in Biology. following criteria; such as, they have at least one graduate
2. determine the effect of individualized and teacher in Biology,they have computer that are made
cooperative video-based instructional strategies on available for students’ use,the students and teachers are
male students achievement scores in Biology. computer literate.
3. determine the effect of individualized and From the purposive sampling that was carried out, only
cooperative video-based instructional strategies on four schools met the criteria. From the four schools that met
female students achievement scores in Biology. the criteria; two schools were randomly selected for the
study. Also, using simple random sampling, intact classes in
Research Questions each of the two schools were randomly assigned to
The following research questions were raised to guide the individualized video-based instructional strategy and
study: cooperative video-based instructional strategies
1. What are the mean achievement scores of students A researcher-constructed Biology Achievement Test
taught Biology using individualized and (BAT) was used for data collection. The videos used are in
cooperative video-based instructional strategies? the form of educational video Package from YouTube and
2. What are the mean achievement scores of male were shown to students in addition to individualized and
students taught Biology using individualized and cooperative instructions. The package contained eight
cooperative video-based instructional strategies? lessons based on topics in ecology.
3. What are the mean achievement scores of female The instrument was validated by two Biology educators
students taught Biology using individualized and and three experts in Measurement and Evaluation, Guidance
cooperative video-based instructional strategies? and counseling from University of Agriculture Makurdi,
Benue State for face and content validity. A trial test was
Hypotheses carried out and analyzed using Kuder-Richardson 21
The following hypotheses were formulated for the study and formula (K-R21). The reliability coefficient of the BAT was
tested at 0.05 level of significance: 0.68.
H01: There is no significant difference in the mean In order to effectively test the hypotheses for this study,
achievement scores of students taught Biology using BAT was administered in each of the two schools used for
individualized video-based and cooperative video- the study. The researcher and the research assistants
based instructions. administered the pretest (BAT) to all SS I Biology students
H02: There is no significance different in the mean in the two schools before the treatments, thereafter, the two
achievement scores of male students taught Biology using research assistants taught the ecology concepts. The
individualized and cooperative video-based instructional teaching period lasted for four weeks after which a post-
strategies. BAT was administered.The mean and standard deviation of
H03: There is no significant difference in the mean the students’ scores in the test was used to answer the
achievement scores of female students taught Biology using research questions, to determine the level of observed
individualized and cooperative video-based instructional differences while the hypotheses were tested at 0.05 level of
strategies. significance using analysis of covariance (ANCOVA).

Methodology Results
The study adopted a quasi-experimental of non-randomized Research question 1: What are the mean achievement
pretest posttest control group, non-equivalent group design. scores of students taught Biology using individualized
The study was carried out in Makurdi Local Government video-based instruction (IVB) and cooperative video-based
Area of Benue State. Instruction (CVB)? The answer to this question are
The population of the study is 1,907 Senior presented in Table 1
Secondary School I (SS I) students in Makurdi metropolis.
The sample of this study consist of 84 SS I students, 44 male
Table

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Comparative Effects of Individualized and Cooperative video-Based Instructional Strategies on Secondary School Students’
Achievement in Biology in Makurdi Metropolis, Benue State, Nigeria
Table 1. Mean Achievement Score and Standard Deviation of Students Taught Using IVB and CVB Instructional
Strategies

Group N Pre-BAT Post-BAT Mean gain

X S.D X S.D
Individualized
Video-Based Instruction 47 17.06 4.04 21.15 4.27 4.09
Cooperative
Video-Based Instruction 37 19.83 3.40 27.05 5.60 7.22
Mean diff. 2.77 5.90 3.13
Total 84

In Table 1, the mean post BAT of individualized Hypothesis 1: There is no significant difference in the mean
video – based group is 21.15with a standard deviation of achievement scores of students taught Biology using
4.27, while the mean post BAT for cooperative video – individualized video-based instruction and cooperative
based group is 27.05 with a standard deviation of 5.60. video-based instruction. The result to this hypothesis is
presented in Table 2

Table 2: Result of ANCOVA on Achievement Scores for Students Taught Ecology Using IVB and CVB Instructional
Strategies.
Source Type III Sum ofdf Mean Square F Sig. Partial Eta
Squares Squared
Corrected Model 721.972a 2 360.986 14.874 .000 .269
Intercept 1936.369 1 1936.369 79.788 .000 .496
Pretest .071 1 .071 .003 .957 .000
Groups 639.916 1 639.916 26.368 .000 .246
Error 1965.778 81 24.269
Total 50069.000 84
Corrected Total 2687.750 83
a. R Squared = .269 (Adjusted R Squared = .251)

In Table 2, the significance value for achievement Research Question 2: What are the mean achievement
score across the two instructional strategies is 0.00 which is scores of male students taught Biology using individualized
less than the alpha value of 0.05 level of significance. and cooperative video-based instructional strategies? The
Therefore, the null hypothesis is rejected. answer to this question is presented in Table 3

Table 3: Mean Achievement Scores and Standard Deviation of Male Students Taught With IVB and CVB Instructional
Strategies.
Gender N Pre-BAT Post-BAT Mean gain
X S.D X S.D
IVB Strategy with Male 27 17.19 3.40 21.52 3.98 4.33
CVB Strategy with Male 17 20.59 4.03 28.47 6.32 8.08
Mean diff. 3.40 6.95 3.75
Total 44

In Table 3, the means post BAT for individualized Hypothesis 2: There is no significance different in the mean
video – based male students is 21.52 with a standard achievement scores of male students taught Biology using
deviation of 3.98 while the mean post BAT scores for individualized and cooperative video-based instructional
cooperative video – based male students is 28.47,with a strategies. The result of this hypothesis is presented in Table
standard deviation of 6.32 . The mean difference between 4
both groups is 6.95 and the mean gain is 3.75 in favour of
CVB.

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Comparative Effects of Individualized and Cooperative video-Based Instructional Strategies on Secondary School Students’
Achievement in Biology in Makurdi Metropolis, Benue State, Nigeria
Table 4: Result of ANCOVA of Achievement Scores for Male Students Taught Ecology Using IVB and CVB Instructional
Strategies

Source Type III Sum ofdf Mean Square F Sig. Partial Eta
Squares Squared

Corrected Model 553.197a 2 276.598 11.318 .000 .356

Intercept 570.085 1 570.085 23.328 .000 .363
Pretest 49.014 1 49.014 2.006 .164 .047
Gender 303.334 1 303.334 12.412 .001 .232
Error 1001.962 41 24.438
Total 27333.000 44
Corrected Total 1555.159 43
a. R Squared = .356 (Adjusted R Squared = .324)

In Table 4, the sig value for both individualized Research Question 3: What are the mean achievement
and cooperative video-based instructional strategies male scores of female students taught Biology using both
students is 0.001. Since this value is less than the alpha individualized and cooperative video-based instructional
value of 0.05 level of significance, the null hypothesis is not strategies? The answer to the this research question is
accepted. presented in Table 5

Table 5: Mean Achievement Scores and Standard Deviation of Female Students Taught Using IVB and CVB Instructional
Strategies

Gender N Pre-BAT Post-BAT Mean gain

X S.D X S.D
IVB Strategy with Female
Students 20 16.90 4.80 20.65 4.68 3.75
CVB Strategy with Female
Students 20 19.20 2.71 25.80 4.80 6.60
Mean diff. 3.30 5.15 2.85
Total 40

In Table 5, the mean post BAT scores for Hypothesis 3: There is no significant difference in the mean
individualized video – based female students is 20.65 with a achievement scores of female students taught Biology using
standard deviation of 4.68, while the means post BAT of both individualized and cooperative video-based
cooperative video – based female students is 25.80 with a instructional strategies. The result of this hypothesis is
standard deviation of 4.80. The mean difference score of presented in Table 6
both groups is 5.16 and the mean gain for both group is
2.85.

Table 6: Result of ANCOVA of Achievement Scores for Female Students Taught Ecology Using IVB and CVB
Instructional Strategies
Source Type III Sum ofdf Mean Square F Sig. Partial Eta
Squares Squared
Corrected Model 267.438a 2 133.719 5.810 .006 .239
Intercept 846.219 1 846.219 36.769 .000 .498
Pretest 2.213 1 2.213 .096 .758 .003
Gender 230.227 1 230.227 10.004 .003 .213
Error 851.537 37 23.015
Total 22695.000 40
Corrected Total 1118.975 39
a. R Squared = .239 (Adjusted R Squared = .198)

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Comparative Effects of Individualized and Cooperative video-Based Instructional Strategies on Secondary School Students’
Achievement in Biology in Makurdi Metropolis, Benue State, Nigeria
Table 6 revealed that the sig value for both female students taught Biology using individualized and
individualized and cooperative video-based instructional cooperative video – based.
strategies female students is 0.003 which is less than the These finding implies that both gender (male and female) in
alpha value of 0.05 level of significance; the null hypothesis cooperative video – based instructional strategy achieved
is therefore not accepted. higher than the gender in individualized video – based
instructional strategy. This finding is similar to the finding
Discussion of several other studies that have investigated the effect of
The data presented in Table 1 provided answer to research gender on achievement of male and female students in
question one. The finding revealed that individualized and science (Biology inclusive) and other fields. For instance,
cooperative video – based instructional strategies are Pandian (2004) reported that gender (male and female) in
effective for improving students’ achievement, but cooperative video – based instructional strategy improved
cooperative video – based instructional strategy was more higher than their counterpart. This finding is similar to that
effective. The reason for the effectiveness of both of Sani (2015), Ororaet al. (2014), Nnorom (2015) whose
individualized and cooperative video – based instructional results showed that the gender in experimental group
strategies may be due to the video that the students are improved in their achievement. Hence, these findings
exposes to which is one of the technological ways of confirmed that when male and female students are exposed
instruction. Videos can motivate and enhance engagement to innovative instructional strategies like cooperative video
of students thereby improving meaningful learning and – based instructional strategy, under the same environmental
achievement in Biology. This is in line with the finding of conditions and taught by the same teacher, their academic
perry, (2013) which reported that learning of Biology can be achievement will not differ significantly.
enhanced with video.
Analysis of covariance was used to test hypothesis Conclusion
one, Table 2, F – calculated value for treatment was 26.368, The following conclusions were arrived at based on the
a significance of 0 .000 at 0.05 level of confidence was findings of the study:
obtained. This confirmed that there is a significant 1. The findings of this study provided another empirical
difference between the mean scores of students taught using evidence that cooperative video – based instructional
individualized video – based instruction and those taught strategy enhances students’ achievement. The study
using cooperative video – based instruction. The finding is found out that cooperative video – based instructional
in agreement with the report of Gambariet al, (2013) which strategy is more effective in improving students’
states that cooperative video – based instruction enhanced achievement in ecology concept than individualized
students’ achievement compared to individualized video – video – based instructional strategy.
based instruction in mathematics 2. The study also revealed that male and female taught
The answer to research question two was provided ecology using cooperative video – based instructional
by Table 3. The finding revealed that the mean achievement strategy achieved higher than the male and female
score of male students taught using cooperative video – taught ecology using individualized video – based
based was higher compared with the male students taught instructional strategy. Therefore, the effectiveness of
using individualized video – based instruction. At the same cooperative video – based instructional strategy on
time, analysis of covariance was employed for testing students’ achievement in ecology does not depend on
hypothesis two in table four. The F – calculated value for gender. Students recorded higher achievement in
gender was 12.412 with a significance of 0.001 at a level of ecology concepts when cooperative video – based
significance of 0.05 confirming that there is significance instructional strategy was used for instruction
different in the mean achievement scores of male students irrespective of gender. This result therefore shows that
when taught Biology using individualized and cooperative cooperative video – based instructional strategy is a
video – based. Similarly, the answer to research question gender friendly instructional strategy for teaching
three was provided by table five. The finding also revealed Biology.
that the mean achievement score of female students taught
with cooperative video – based was higher compare to Recommendations
female student taught with individualized video – based. At The following recommendations were made based on the
the same time, analysis of covariance was employed for findings of the study
testing hypothesis three in Table six. The F – calculated 1. Biology teachers should adopt cooperative video –
value for groups was 10.004 with significance of 0.003 at a based instructional strategy for teaching Biology in
level of confidence of 0.05, confirming that there is order to encourage social interaction, active
significant difference in the mean achievement scores of engagement and self-motivation among learners.

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Comparative Effects of Individualized and Cooperative video-Based Instructional Strategies on Secondary School Students’
Achievement in Biology in Makurdi Metropolis, Benue State, Nigeria
2. Curriculum planners should consider incorporating Nigeria, Unpublished PhD Thesis, Department of
cooperative video – based instructional strategy into Education, University of Ilorin.3-5.
Biology curriculum for teaching Biology when next 11. Mobark, W. M. (2014). The effect of using
they are reviewing the curriculum. cooperative learning strategy on graduate students’
academic performance and gender differences.
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