IMPACT OF INTERACTIVE INSTRUCTIONAL TELEVISION ON ACADEMIC PERFORMANCE OF JUNIOR SECONDARY BASIC SCIENCE STUDENTS: EMPIRICAL EVIDENCE FROM ZARIA EDUCATION ZONE
The study is titled “Impact of Interactive Instructional Television on Academic Performance of Junior Secondary Basic Science Students: Empirical Evidence from Zaria Education Zone. The study was quasi-experimental in nature and specifically, the non-equivalent comparison group design was adopted. The study used 120 Upper-Basic III from GJSS, Aminu and GJSS Tudun-Jukun, Zaria as experimental and control groups respectively. The study answered two (2) questions and tested two (2) null hypotheses. Basic Science Achievement Test (BASAT) was the data collection instrument. The instrument was duly validated by experts and has the reliability coefficient index power of 0.780. The mean and standard deviation were equally used to answer the questions raised by the study. The independent sample t-test was used to test the study’s null hypotheses at 0.05 alpha. The study discovered significant difference between the academic performance of the experimental and the comparison groups. By implication JSS students taught with interactive instructional television out-performed their counterparts taught with lecture technique. The study found that gender has no effect on the performances of the experimental group signifying that the students that were taught with interactive instructional television responded well irrespective of their gender. In the light of the above, the study recommended as follows: Basic science teachers should be encouraged to use interactive instructional television in their classrooms for their students for optimum academic performance.