Exploring the Acceptance of Instructional Videos to Bridge Knowledge Gaps in Physical Geography among Senior Secondary School Students in Oyo State Nigeria
Abstract:The integration of videos in the instructional process has become increasingly prevalent, offering a dynamic approach to enhancing students’ learning experiences. Specifically, this study focuses on factors influencing the acceptance of instructional videos, emphasising internet self-efficacy and access to mobile/digital devices as critical variables. While previous studies have examined the effectiveness of video in students’ learning outcomes in geography, this research fills a gap by investigating its acceptance, with a view to harnessing the potential of instructional videos for a more immersive learning experience in physical geography classrooms. The study adopted a descriptive survey research design. The participants comprised 302 students randomly selected across six senior secondary schools in all three senatorial districts in Oyo State, Nigeria. The results showed that the level of acceptance of instructional videos and internet self-efficacy among senior secondary school students were high with weighted averages of 3.0 and 2.8 respectively, suggesting reasonable dispositions to accept and utilise these learning resources to facilitate learning. The Analysis of Variance (ANOVA) further shed light on the critical roles of internet self-efficacy and access to devices in determining the level of acceptance of instructional videos in physical geography education. The p-values of 0.000 indicated that there were significant effects of internet self-efficacy and access to mobile/digital devices on the level of acceptance of instructional videos. The results, therefore, underscore the critical impact of internet self-efficacy and access to devices on the extent to which students accept the use of instructional videos in physical geography classrooms.
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