Effect of Instructional Video Model Package in Teaching and Learning of English-and -Communication Skills among Undergraduate Public University Students in Northwest, Nigeria
DOI:
https://doi.org/10.64348/zije.2026399Abstract
This research, titled " Effect of Instructional Video Model Package in Teaching & Learning of English- and- Communication Skills among undergraduate Public University students in Northwest, Nigeria," investigated the efficacy of a localized video model in addressing problematic content areas of course. The study followed a quasi-experimental design (pre-test, post-test non-equivalent control group) and design-based research approach. It was guided by four research objectives and four research questions, out of a population of 30,079 first-year students, a sample of 297 was selected, with 183 students in the experimental group (FUG) and 114 in the control group (FUDMA). Data were collected using five performance tests: Grammatical Concord Performance Test (GCPT), English Tenses Performance Test (ETPT), Sounds of English Performance Test (SEPT), Written Composition Performance Test (WCPT), and Public Speaking Performance Test (PSPT), with a reported internal consistency reliability index of (r=0.82), (r=0.88), (r=0.79), (r=0.85), and (r=0.81) respectively. Data analysis employed Mean, Standard Deviation, t-test, and ANOVA. Findings revealed that the instructional video model significantly improved academic performance across all five problematic areas compared to the conventional method. Furthermore, no significant differences were found based on gender or course of study. Recommendations include the systematic integration of instructional video models into university curricula and providing lecturers with training in digital pedagogy to enhance language mastery.
References
Abdo, I. B., & AlAwabdeh, A.H. (2017). Animated Videos Prove to be Beneficial in Teaching English Grammar as EFL: A Neurological Study of How Students Learn and Retain English Grammar. Creative Education, 8, 14151423. DOI: https://doi.org/10.4236/ce.2017.89099
Adegbite, A. (2023). English language in Nigeria: Sociolinguistic perspectives. University Press PLC.
Adewale, O. (2018). Academic integrity and writing competence in higher education. International Journal of Academic Writing, 4(2), 7891.
Akande, F. O. (2020). ICT mediated learning and the democratisation of access to knowledge. Journal of Technology and Education in Nigeria, 2(1), 115.
Akande, F., & Adebanjo, J. (2023). Effectiveness of instructional videos on grammar and essay writing among secondary school students. International Journal of Educational Technology, 10(2), 4560.
Auta, J., & Afolabi, B. (2023). Grammar instruction and academic writing among STEM and humanities students in Nigerian universities. Contemporary Educational Research, 5(2), 156170.
Chiedu, I. O., & Ohwonohwo, E. G. (2021). Elearning as a solution to overcrowded classrooms in Nigerian tertiary institutions. Journal of Education and Practice, 12(7), 110.
Crystal, D. (2022). English as a global language. Cambridge University Press.
Dahunsi, O. (2017). Communication skills gap and graduate employability in Nigeria. Nigerian Journal of Business and Social Sciences, 6(2), 200215.
Epepe, R. A. (2022). Technology integration and the teaching of writing skills in Nigerian higher institutions. African Educational Research Journal, 10(4), 115130.
Farhane, H. (2025). The Impact of Blended Learning on Moroccan Common Core Students' Mastery of Verb Tenses: A Quasi-experimental Design. Journal of English Language Teaching and Applied Linguistics, 7(3).
Ghafoor, N. H., & Challob, A. I. (2021). The Influence of Using Online Discussion on Developing EFL Students' Grammar Knowledge. Korean Journal of English Language and Linguistics, 21, 837855.
Ghafoor, N. H., & Challob, A. I. (2021). The Influence of Using Online Discussion on Developing EFL Students' Grammar Knowledge. Korean Journal of English Language and Linguistics, 21, 837855.
Ibrahim, M. A. (2018). Sociocultural attitudes towards English and academic achievement in Northwest Nigeria. Journal of Northern Education Studies, 4(1), 5065.
Ifeakor, U. (2021). The challenge of internet accessibility and digital divide in Nigeria's tertiary education. International Journal of Modern Education Studies, 5(1), 115.
Jirgba, S. H., & Abon, C. H. (2025). English language deficiency and job prospects for northern Nigerian graduates. Journal of Education and Future Development, 10(1), 3045.
Khalaf, A. J. (2018). The Effectiveness of Using Internet in TEFL Learning. Theory and Practice in Language Studies, 8(9), 11141121. DOI: https://doi.org/10.17507/tpls.0809.02
Liu, X., Zhang, L., Zhang, S., & Tian, Y. (2020). The Further Study of the Blended Learning Model of the Videoauraloral Coursethe Combination of Webbased Learning, Flipped Classroom and Face-to-Face Instruction. Education Journal, 9(3), 6472. DOI: https://doi.org/10.11648/j.edu.20200903.12
Mayer, R.E. (2021). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press. DOI: https://doi.org/10.1017/9781108894333
National Universities Commission [NUC]. (2022). Longitudinal assessment of student competence in academic discourse. Abuja: NUC.
NnamdiEruchalu, E., & Akaruese, F. (2017). Student perception of the Use of English course in a Nigerian university. Journal of Education and Social Research, 7(1), 110
Ogunmodimu, O. (2019). Grammatical difficulties of undergraduates in Nigerian universities. Ibadan Journal of Educational Studies, 16(1), 2235..
Okoro, A., & Abiola, B. (2021). Challenges of textual coherence and paragraph development in student essays. Journal of Academic Writing, 11(1), 5065.
Shaari, N. D., Shaari, A. H., & Abdullah, M. R. (2021). Investigating the Impact of Flipped Classroom on Dual Language Learners' Perceptions and Grammatical Performance. Studies in English Language and Education, 8(2), 690709. DOI: https://doi.org/10.24815/siele.v8i2.18872
Svihla, V. (2014). Advances in Design-based Research. Frontline Learning Research, 6, 35–45. doi: http://dx.doi.org/10.14786/flr.v2i4.114 DOI: https://doi.org/10.14786/flr.v2i4.114
Yahaya, R. (2022). Systemic obstacles to instructional innovation in Northwest Nigerian universities. Journal of Higher Education Policy and Management, 44(6), 550565.
