Abstract:
ABSTRACT
The persistent decline in students’ performance in Map Reading (MR), arising from their inabilities to match learnt features with those within the environments, has become worrisome. Experts have, therefore, advocated an interactive geography classroom instruction that incorporates Local Media Contents (LMC), which connect learners with their environments. Previous studies have concentrated largely on the development of computer-based instructions with less emphasis on LMC. This study, therefore, was carried out to develop Digital Storytelling Package (DSP) using LMC and thereafter determined its effect on students’ learning outcomes (achievement in and attitude to) in MR in Ibadan metropolis, Nigeria. The moderating effects of Computer Anxiety (CA) and Perceived Relevance of Map Reading (PRMR) were also examined.
The study adopted Multiple Intelligences and Situated Cognition learning theories, while the study adopted the survey and quasi-experimental design using a 3x3x3 factorial matrix. A DSP using LMC was developed and deployed in two modes [group- (GDSP) and individual-based (IDSP)]. Three public secondary schools with SS II geography students, functional computers and electricity were purposively selected within Ibadan metropolis. Participants were assigned to GDSP (242), IDSP (138) and control (126) groups. Treatment lasted 12 weeks. Instruments used were MR Achievement Test (r=0.80), MR Attitude (r=0.75), CA (r=0.78), PRMR (r=0.82) scales and instructional guides. Five sessions each of focus group discussion and in-depth interview were held with students and teachers. Data were analysed using Analysis of covariance and Bonferroni post-hoc test at 0.05 level of significance, while qualitative data were content-analysed.
Treatment had significant main effects on achievement in MR (F(2, 487)=131.27; partial η2=0.35) and attitude to MR (F(2, 487)=63.30; partial η2=0.20). Students in GDSP had the highest adjusted post-achievement mean score (18.45), followed by IDSP (17.20) and control (7.65) groups. Students in GDSP also had the highest adjusted post-attitude mean score (50.18), followed by IDSP (49.87) and control (34.63) groups. There were no significant main effects of CA and PRMR on students’ achievement in and attitude to MR. There was a significant two-way interaction effect of CA and PRMR on students’ attitude to MR (F(4, 487)=2.66; partial η2=0.02), but not on achievement. There were no significant two-way interaction effects of treatment and CA and treatment and PRMR on students’ achievement in MR. There were no significant two-way interaction effects of treatment and CA and treatment and PRMR on students’ attitude to MR. There was no significant three-way interaction effect of treatment, CA and PRMR on students’ achievement in and attitude to MR. The LMC in the developed package aroused enthusiasm and participation among the students, while the teachers mainly lamented about the irregular electricity supply.
The group- and individual-based digital storytelling instructional packages enhanced students’ achievement in and attitude to map reading in Ibadan metropolis, Nigeria; though, the former was more effective. Therefore, geography teachers should adopt this package to teach map reading regardless of computer anxiety and perceived relevance of map reading.
