Awareness and Usage of Innovative Video-Assisted Application among Adult Literacy Learners in Ondo State, Nigeria

Author(s): ‘Sina Opeoluwa Ayelaagbe

Publication Date: October 30, 2024

Abstract

The study explores the awareness and usage of Innovative Video Assisted Application (IVAA) among adult literacy learners in Ondo State, Nigeria. A descriptive survey research design was employed, utilizing two research questions and one hypothesis. The sample consisted of 95 adult literacy learners, selected from three literacy centers across the Ondo State senatorial districts. Data was collected using a self-developed questionnaire, validated by experts in education and language. Reliability was established with Cronbach's Alpha coefficients of 0.79 and 0.80 for awareness and usage, respectively. Statistical tools such as mean, standard deviation, and t-test were used to analyze the data. Results indicated a high level of awareness and usage of IVAA among adult literacy learners, with no significant gender-based differences in usage for learning cultural literacy (t = .666; p > 0.05). The study recommends that workshops be organized for instructors and learners to enhance the effective use of IVAA in literacy programs. This underscores the potential of video-assisted applications to enhance adult education and foster cultural literacy. 

Reference

Abragam, F. Q., & Hambre, M. M. (2017). Video-Assisted Instruction and Performance in Science and Health of Grade 6 pupils at Naawan Central School. Journal of Education & Social Policy 7(1), 106-111

Alharthi, K. (2016). Evaluating the awareness and perception of English teachers in using e-learning tools for teaching in Saudi High School. British Journal of English Linguistics, 4(5) (6-34).

Alkhsawneh, S. & Alaanazy S. (2015). Adopt ICT among Academic Staff in Aljouf University: Using UTAUT Model. Mediterranean Journal of Social Sciences, 6(1), 490-494.

Ayelaagbe, S. O. (2019). Assessment of the Mobile Phone-based Literacy Programme as a functional basic strategy among adult literacy learners I Ondo State, Nigeria. Journal of Assertiveness. 1 (14), 34-41

Bawa, K., Ajelabi, A., & Saminu, S. (2019). Adoption of Instructional video for teaching and learning safety precautions in vocational schools for teaching sustainable Educational Development Goals in Nigeria-International Journal of Humanities Social Sciences and Education (IJHSSE), 6(11), 9-19.

Beheshti, M., Taspolat, A., Kaya, O. S., & Sapance, H. F. (2018). Characteristics of Instructional Videos.World Journal of Educational Technology: Current Issues, 10(1), 61-69

Benedict, J.N. (2014). Educational Technology: From Paleolithic to Contemporary pedagogical science, University of the North Qwaqwa Campus. Republic of South Africa. 1-29

Bhat, S. A. & Bashir, M., (2018). Measuring ICT orientation. Scale development and validation. Education and Information Technologies, 23 (3), 1123-1143.

Bollinger, D. U., & Supanakon, S. (2011). Learning styles and students’ perceptions of the use of Interactive Online tutorials. British Journal of Educational Technology, 42(3), 470-481.

Edem, N. B., & Ekon E. E. (2021). The extent of the use of video clip for teaching and learning in Nigerian Universities: A case study of Faculty of Education. University of Calabar, Educational Research and Reviews. 16(7), 289-295.

Ferraro, F., Ambra, F. I., Aruta, L., & Lavarone, M. L. (2021). Distance Learning in COVID-Igera: Perceptions in Southern Italy. Educ. Sci. 10(2), 355-365.

Gaffar, S. K. A. & Kumar, S. K. (2019). Awareness and access to mobile applications in an academic library.Library Philosophy and Practice (e-journal) 3763..

Galatsopoulou, F., Kenterelidou, C., Kotsakis, R. E., Matsiola, M. (2022). Examining Students’ Perceptions towards Video-Based and Video-Assisted Active Learning Scenarios in Journalism and Communication Courses. Education Sciences 12(2). https://www.mdpi.com/journal/education.

Mayer, R. E., Fiorella, L., & Stull A. (2020).Five ways to increase the effectiveness of instructional video.Educational Technology Resources.68 (12), 837-852.

Mbawai, J. A., Fajouyom, A. A. & Kamara, S. M. (2014). Reasons for poor performance among Adult Literacy Learners: A case of Maiduguri Metropolitan Council. Research Journal of Education, 2(9), 1-10.

Mustofa, R. H., Pramudity, D. A., Atmono, D., Priyankara, Asmawan, M. C. Ranmattullah, M., & Pamungkas, L. S. A. (2022). Exploring educational students’ acceptance of using movies as economic & learning media: PLS-SEM analysis.International Review of Economics Education, 39. https://doi.org/10.1016/jiree.2022.1002.

Nwafor, N. H. A., & Agi, C. W. (2013). Adult Literacy and the need for Post-Adult Literacy Institution in Nigeria.Mediterranean Journal of Social Sciences 4(4), 469-474.

Nwaizugbu, N. O. & Atuzie, C. (2023). Awareness and Use of Innovative Education Mobile Applications among students of Rivers State University. Journal of Advances in Education and Philosophy. 7(11), 447-452.

Nwagbo, C. R., & Ngwuanyi, C. S. (2015). Influence of gender on science. Teacher’s pedagogical beliefs and ICT classroom practices in secondary schools in Enugu State, Nigeria.STAN Proceedings.246-252.

Opeke, R. O., & Odunlade, R. O. (2011). Awareness and Utilization of Information resources among Polytechnic Lecturers in Nigeria.Samaru Journal of Information Studies.11(1&2), 59-66.

Ozdamli, F., & Ozdal, H. (2018). Developing an instructional design for the design of Infographics and the evaluation of Inforgraphic Usage in teaching based on teacher and student opinion. EURASIA. Journal of Mathematics, Science and Technology Education, 14(4), 1197-1219.

Pattier, D. (2021). Teachers and YouTube: The use of Video as an educational resource. Ric. Pedagogy.Didatt. J. Theory Resource Education. 16(2); 59-77.

Sablic, M., Mirosavljeric, A., & Skugo, A. (2021). Video-Based Learning (VBL) – Past, present and future: An overview of the research published from 2008 to 2009. TechnoKnowl.learn. 26(4): 1061-1077.

Shedrack, I., & Robbert, J. J. (2016). Effect of Video-Taped Instruction on Senior Secondary/student’s performance in Physics practical in Port Harcourt Metropolis, Nigeria. Science Journal of Education, 4(6), 169-174.

Songkram, N., & Osuwan, H. (2022). Applying the Technology Acceptance Model to Elucidate K 12. Teachers’ use of Digital Learning Platforms in Thailand during the COVID-19 pandemic sustainability, 4(10), 6027.

Soydal, I., Alir, G., & Unal, Y. (2012). Are Turkish Universities Readily for E-learning: A case of  Hacettepe University Faculty of Letters. Information Services & Use, 31(2); 281-291.

Tayade, A., Tayade. S., Chalak, A., & Scrivastava, T. (2018). The impact of Video Assisted learning (VAL) on slow learners. International Journal of Biomedical and Advance Research, 9(10); 13-18.

Turan, Z, & Cetintas, H. B. (2020). Investigating University students’ adopting of video lessons. Open Learn. J. Open Distance e-learning 35(6), 122-139.

Wang, C,. & Hung, S. (2022). Gender, regions and multimedia applications: A medium scale study of online learners towards media environments. 9(1), http://www.tandfronline.com>full.

World Bank Report. (2010). http:/www.tradingeconomics.com/Nigeria/literacy-rate-adult-make-percent-of-males-ages-is-andabove-web-data.html.