Comparison Of Students’ Academic Achievement In English With Video-Aided Teaching And Traditional Method

Abstract

The purpose of this research paper is to measure the effect of video-assisted teaching and traditional method (Lecture Method) of teaching on students’ academic achievement in English at the elementary level. Video aided instructions can help learners to have a good understanding of English as a second language. This research applied experimental and Posttest Control-Group Design. Researchers conducted experiment in Boys High School Tatrinote Azad Jammu & Kashmir, Pakistan. Thirty students of 7th grade were the sample of the study and were divided randomly in-to two groups of fifteen each as experimental and control group. The Experimental group was taught by using videos and the control group was taught without videos. Data was collected through post-tests which were taken daily after teaching. The independent sample t-test was used for comparison of the mean value of two groups. The findings of this research revealed at the three levels of cognitive domain of Bloom taxonomy i.e., knowledge, comprehension and application and the performance of the experimental group is significantly higher as compared to the control group. It is recommended that curriculum developers should introduce the videos in the teaching of English  at the elementary level. This will improve the understanding of learners of 7th grade in the subject of English.   

Keywords: Academic Achievement; Elementary level; English text-book; Videos instruction