Impact of Instructional videos and Infographic on Self-efficacy and Performance among Senior Secondary Geography Students in Katsina State, Nigeria

Abstract

This study examined the comparative effects of instructional videos and infographics on the self efficacy and academic performance of Senior Secondary School Geography students in Katsina State, Nigeria. A quasi-experimental pretest–posttest design using intact classes was adopted. The population consisted of 4,211 SS II students, from which 151 students were selected through random sampling. Data were collected using two validated instruments: Geography Performance Test (GPT) for measuring academic achievement and the Geography Self-Efficacy Questionnaire (GSQ) for assessing students’ confidence in learning Geography, and validated by experts with reliability coefficient of 0.67 and 0.85. Data analysis involved Analysis of Covariance (ANCOVA) to determine differences in academic performance while controlling for initial scores, and the Kruskal-Wallis H-test to analyse variations in self-efficacy among groups. Findings from the ANCOVA revealed a significant difference in academic performance, with students taught using instructional videos outperforming those taught with infographics and those exposed to the conventional lecture method the mean self-efficacy scores of students taught Geography using Instructional Videos and Inforaphics and those taught using Lecture Method is rejected. It therefore recommends the adoption of video-based instruction for effective Geography teaching at the senior secondary level in Katsina State.