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Pressing Play on Classroom Participation: A Study on Video-Enhanced Learning in Junior School Basic Science

Author

Listed:
  • Ariyibi, Olanrewaju Olasupo

    (Department of Science and Technology Education, Lagos State University, Nigeria)

  • Sadudeen, Moshood Abiola

    (Department of Science and Technology Education, Lagos State University, Nigeria)

  • Sanni Nimotalai Adeola

    (Department of Science and Technology Education, Lagos State University, Nigeria)

  • Mamudu Abdul Azeez

    (Department of Science and Technology Education, Lagos State University, Nigeria)

  • Hunsipe, Bolanle Misigbeto

    (Department of Science and Technology Education, Lagos State University, Nigeria)

  • Abdulkareem, Kaothara Mojisola

    (Department of Science and Technology Education, Lagos State University, Nigeria)

Abstract

The main objective of the study was to assess the use of an online educational video platform called My Personal Teacher on how it can improve the participation in Basic Science for Lagos state junior schools educational district IV students. The research adopted a quasi-experimental design and used intact class to select a total of 60 students from a junior Secondary School in Educational District IV area of Lagos State, Nigeria. Two research questions were raised and corresponding hypothesis were postulated. The research used a classroom observation Text, which was administered and retrieved from student as Analysis was carried out using mean, standard deviation and simple t-test with the aid of SPSS v.25. Research findings revealed that students taught with MPT platform participated better than those taught with traditional method in Junior Secondary Schools. Also, there was significant gender difference in participation of students using the MPT platform. Based on the findings, it was concluded that E- learning platforms can improve students’ participation in class. Among other recommendations, it was noted that teachers are to adopt E-learning online platforms for complementing teaching for the purpose of enhancing instruction and students’ participation in Basic Science Classes.

Suggested Citation

  • Ariyibi, Olanrewaju Olasupo & Sadudeen, Moshood Abiola & Sanni Nimotalai Adeola & Mamudu Abdul Azeez & Hunsipe, Bolanle Misigbeto & Abdulkareem, Kaothara Mojisola, 2025. "Pressing Play on Classroom Participation: A Study on Video-Enhanced Learning in Junior School Basic Science," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 6989-7004, September.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-3s:p:6989-7004
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    References listed on IDEAS

    as
    1. David F. J. Campbell & Elias G. Carayannis, 2013. "Epistemic Governance in Higher Education," SpringerBriefs in Business, Springer, edition 127, number 978-1-4614-4418-3, April.
    2. Lei Tang & Shanshan Li & Emma Auden & Elizabeth Dhuey, 2020. "Who benefits from regular class participation?," The Journal of Economic Education, Taylor & Francis Journals, vol. 51(3-4), pages 243-256, August.
    3. K. El Hassan, 2013. "Quality assurance in higher education in 20 MENA economies," Higher Education Management and Policy, OECD Publishing, vol. 24(2), pages 73-84.
    4. Renato H. L. Pedrosa & Eliana Amaral & Marcello Knobel, 2013. "Assessing higher education learning outcomes in Brazil," Higher Education Management and Policy, OECD Publishing, vol. 24(2), pages 55-71.
    Full references (including those not matched with items on IDEAS)

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