Comparative Effects of Power Point and Video Instructional Packages on CRS Students’ Academic Achievement

Obiageli Ifeoma Ikwuka, Joseph Eleumunor Adigwe


The study investigated the comparative effects of power-point and video instructional packages on Christians Religious Studies (CRS) students’ academic achievement in Edo State, Nigeria. One research question and one null hypothesis were used. Quasi-experimental design of pre-test, post-test non-equivalent control group design was employed. The population consisted of 1,363 SS2 students offering CRS in Uhunmwode Local Government Area of Edo State, Nigeria and the sample size was 126 SS2 students drawn from three intact classes of three co-educational schools out of the 53 secondary schools in the study area. The instrument Christian Religious Studies Achievement Test (CRSAT) was used for data collection. Data collected were analyzed using mean to answer the research question and Analysis of Covariance (ANCOVA) to test the hypothesis. The results revealed that students taught CRS using power-point instructional package (PIP) significantly achieved better than their counterparts taught using either video instructional package (VIP) or conventional instructional medium (CIM). This implies that PIP is an effective and an alternative medium to enhance students’ academic achievement in CRS. Therefore, recommendation was made that the stakeholders in education especially in Edo State should organize training workshops to improve CRS teachers’ skills in the use of PIP.


Comparative effects; Power Point, video; Instructional media; Innovative; Academic achievement; Intact class

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