EFFECT OF VIDEO AIDS ON ACADEMIC ACHIEVEMENT OF READING COMPREHENSION AMONG JUNIOR SECONDARY SCHOOL STUDENTS’ IN AKOKO-NORTH EAST LOCAL GOVERNMENT AREA, ONDO STATE

ABSTRACT This study aimed to evaluate the effect of video aids on Junior Secondary School Students’ achievement in reading comprehension in Akoko-North East Local Government Area, Ondo State. The study addressed three research questions, objectives, and hypotheses related to the impact of video-assisted instruction on students’ performance. A review of relevant literature and the application of social cognitive theory framed the study, supported by empirical studies aligned with the research questions. The study employed a quasi-experimental design. The population included all junior secondary school students in public schools within the area, comprising 7,243 males and 7,287 females across 244 schools. Using random sampling, a total of 160 students (64 males and 96 females) were selected as the sample size. The English Achievement Test was used to collect data, which were analyzed using mean scores, while hypotheses were tested through Analysis of Covariance (ANCOVA). The findings revealed significant differences in reading comprehension achievement between students taught using video aids and those instructed through traditional methods. Specifically, students exposed to video aids demonstrated higher achievement levels. Additionally, significant differences were observed between male and female students’ performance with video aids, suggesting gender influences learning outcomes. Furthermore, disparities were found between public and private school students, indicating that institutional factors such as resource availability impact achievement. The study concluded that video aids substantially enhanced students’ reading comprehension by promoting engagement, understanding, and retention of material. Gender differences highlight the need for gender-responsive teaching strategies to ensure equitable learning opportunities. The performance gap between public and private schools underscores the importance of providing equitable resources and support across educational institutions. Recommendations included prioritizing the integration of multimedia tools in reading instruction, implementing teacher training on effective use of video aids, and adopting gender-sensitive pedagogical approaches. Policymakers are urged to allocate resources to public schools to ensure all students benefit from innovative instructional methods, fostering improved reading comprehension and academic success across diverse student populations.