An investigation on the effects of teacher-designed educational videos on grade 11 learners' Geometry performance in Oshikoto education region, Namibia
type: CreativeWork
description: Over a decade, Mathematics performance has been reportedly poor, of which Geometry has been identified as one of the difficult topics for learners in Namibia. Non-experimental and experimental studies revealed a need for teachers to develop classroom related ICT resources for subject teaching, more especially for conceptually demanding topics in like Geometry. An embedded mixed method research design was applied, using a non-equivalent pre-test-post-test quasi experimental design and a survey to sought learners’ views on the use of the videos. Seventy-six (76) learners participated in the study and were divided into the experimental group; and the control group. A T-test was used to compare the mean scores of the two groups after the intervention. The independent T-test results for the post-test on p-value = 0.027, indicates that the variances are unequal in both groups. Since the p-value = 0.026, p ˂ 0.05, the null hypothesis was not accepted. Hence there is a significance performance between the two groups. The experimental group showed an improved performance. Furthermore, a perception survey was used to determine the views of the learners towards the videos and to assess if learners perceived videos use as useful. The study revealed that learners had a positive attitude towards video use (91.3%), a good learning environment (84.6%) and relevant and enjoyable learning experiences (83.9%). Lastly, results from 𝑋2 test to assess the significant association between learners’ post-test and their views towards videos use, indicated that there was no statistically significant relationship as p > 0.05. This study recommends the use of teacher-designed videos in teaching Angle properties to arouse interest and consequently improve learners’ performance.
abstract: Over a decade, Mathematics performance has been reportedly poor, of which Geometry has been identified as one of the difficult topics for learners in Namibia. Non-experimental and experimental studies revealed a need for teachers to develop classroom related ICT resources for subject teaching, more especially for conceptually demanding topics in like Geometry. An embedded mixed method research design was applied, using a non-equivalent pre-test-post-test quasi experimental design and a survey to sought learners’ views on the use of the videos. Seventy-six (76) learners participated in the study and were divided into the experimental group; and the control group. A T-test was used to compare the mean scores of the two groups after the intervention. The independent T-test results for the post-test on p-value = 0.027, indicates that the variances are unequal in both groups. Since the p-value = 0.026, p ˂ 0.05, the null hypothesis was not accepted. Hence there is a significance performance between the two groups. The experimental group showed an improved performance. Furthermore, a perception survey was used to determine the views of the learners towards the videos and to assess if learners perceived videos use as useful. The study revealed that learners had a positive attitude towards video use (91.3%), a good learning environment (84.6%) and relevant and enjoyable learning experiences (83.9%). Lastly, results from 𝑋2 test to assess the significant association between learners’ post-test and their views towards videos use, indicated that there was no statistically significant relationship as p > 0.05. This study recommends the use of teacher-designed videos in teaching Angle properties to arouse interest and consequently improve learners’ performance.
author: Ugulu, Linda
language: en
keywords: Geometry, Teacher-designed educational videos, Oshikoto education region, Educational videos
date published: 2019
date modified: 2026-07-27T20:21:56Z
provider: University of Namibia
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Namibia

PropertyValue
property ID: Handle
value: http://hdl.handle.net/11070/2576