IIARD International Institute of Academic Research and Development

RESEARCH JOURNAL OF MASS COMMUNICATION AND INFORMATION TECHNOLOGY (RJMCIT )

E-ISSN 2545-529X
P-ISSN 2695-2475
VOL. 11 NO. 5 2025
DOI: 10.56201/rjmcit.vol.11.no5.2025.pg47.60

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Effect of Interactive Video Variations on Secondary School Biology Students’ Academic Achievement in Ecology in Abeokuta, Ogun State, Nigeria

Motunrayo Idowu ADEOSUN, Philias Olatunde YARA

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Abstract

The study investigated the effect of Interactive Video Variations Strategy on Secondary School Biology Students’ Academic Achievement in Ecology. Gender and Situational Interest served as moderating variables for the study. Quasi-experimental research design was used. 5870 SS2 Biology Students formed the population while 117 were selected through multistage sampling procedure as the sample. A purposive sampling technique was used to select two (2) public schools that took part in the study where intact classes were randomly selected. Instruments for data collection were: Ecology Achievement Test (EAT)(r=0.72), Ecology Situational Interest Inventory (ESII)(r=0.85). Data were analyzed using frequency, percentage, mean and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The results revealed that there was a significant main effect of Interactive Video Variation on student academic achievement in Ecology (F(1,108) = 36.504, p < 0.05). There was no significant main effect of gender on students’ academic achievement in Ecology, F (1,108) = 0.606, p> 0.05. There was no significant main effect of situational interest on students’ achievement in the Ecology in Biology F (1,108) =1.706, p> 0.05. There was no interaction effect of treatment and gender on students’ academic achievement in Ecology F(1, 108) =0.122, p> 0.05. There was no significant interaction effect of treatment and level of situational interest on students’ achievement in Ecology aspect of Biology F (1,108) = 0.538, p > 0.05. There was no interaction effect of Gender and situational interest on students’ academic achievement in Ecology (F(1,108) = 0.093, p > 0.05). There was no significant interaction effects of treatment, gender and situational interest on students’ achievement in Ecology (F(2, 189) = 1.383 , p > 0.05). The study concluded that Interactive Video Variations is more effective for teaching Ecology. It was recommended among others that

keywords:

Interactive Video Variation, Ecology, Gender, Situational Interest

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