Enhancing Learning of Geography: A Focus on Video Use (original) (raw)
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Universal Journal of Educational Research, 2020
this study investigates the Effectiveness of an Interactive Educational Video on the Academic Achievement in Geography for Sixth-Grade Students in Madaba Governorate Schools. To achieve the objective of the study, the study was used as a quasi-experimental approach. The sample was chosen purposefully. The sample of the study consisted of (60) students of the sixth grade from the Ibntaimia School in Madaba Governate from the second semester in the university year 2019/2020. The study sample was distributed in an experimental group that has (30) students who were educated on the geography subject using an interactive video and the control group that has (30) students who were educated on the same geography subject using a traditional method. The achievement test (pre & post-test) was prepared in one instrument, and the achievement test was distributed after testing the validity and reliability of the instrument, The results of this study presented that there were significant differences at the level of significant (α≤0.05) between the experimental and control group for the benefit of the experimental group in the post-test, which were studied using the interactive video. The study detected the effectiveness of the interactive video in increasing academic achievement in geography. According to the results, the researcher recommended using interactive video in schools because of its effective way of increasing academic achievement.
Video as a support to education in geography
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The digital and IT revolution, together with the spread of the Internet, has changed and enhanced our tools and ways of communication. To what extent can these new forms of interaction and transmission of ideas be used in an improved manner in the geography education process? One of the areas that has seen a relevant transformation is the production and distribution of audio-visual content. Starting from the question of whether and to what extent current video techniques are a valuable method for the dissemination of scientific ideas, this paper discusses the main phases of a project conducted by the University of Siena’s Geography Laboratory, which involved the production of targeted films aimed at the explanation of a complex theme such as globalization. One of the key characteristics being highlighted was the technical quality. This intellectual analysis also entailed an assessment of the degree of approval, usability, and efficacy in the learning process with geography students ...
The Effect of the Use of Interactive Multimedia on the Improvement of Geography Learning Achievement
Geosfera Indonesia, 2018
This research aimed to discover the effect of using interactive multimedia on the improvement of (2) geography learning achievement, and (2) learning interest of Grade students IPS of MA El Bayan Majenang. This study was a quasi-experiment using the quantitative approach. The population was 106 grade XI students IPS. A sample of 36 students was established the cluster sampling technique. The data collection used an achievement test, questionnaire on interest in learning, observation and documentation. The data analysis technique used was the inferential statistical technique. The hypothesis testing was performed using the MANOVA test with SPSS 20 program. The results of the study were follows. (1) the error rate (p) geography learning result was 0.009. Because it was smaller than 0.05, there was an effect of the use of interactive multimedia on the achievement of geography learning.(2) the level of error (p) interest in learning was 0.00. Because it was smaller than 0.05, there was...
Effect of Learning Media Variation to Increase Interest and Learning Outcomes of Geography
Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018), 2018
This study aims to examine the effect of applying variations of instructional media consisting of three forms of media namely ICT-based media, 3D media and environmental media to increase interest and learning outcomes. The subjects of the research were conducted on Geography students of Universitas Negeri Surabaya, which program the subjects of physical geography. Data analysis using manova technique. The results obtained conclusion that these three learning media can increase interest and learning outcomes significantly. Environmental media has the greatest influence on interest and learning outcomes followed by 3D media and ICT media.
Asian Journal of Education and Social Studies
This study aimed to investigate the effectiveness of YouTube as supplementary material to enhance students’ learning achievement in Geography. The study also examined the students’ perception of using YouTube as supplementary material in learning, their attitude towards its use, its benefits, and the challenges posed by YouTube in learning. The study was conducted at one of the schools under Thimphu Dzongkhag with an over three-week intervention program. Participants consisted of 57 class VIII students, 32 males, and 25 females. The data was gathered through the Geography learning achievement test, survey questionnaire, and semi-structured interview. A quasi-experimental design consisting of pre-test and post-test measures was employed. The pre-test and post-test were administered before and after the intervention to ascertain the change in participants' performance in learning Geography for the experimental group in comparison to those who were exposed to a conventional approac...
project, 2023
ABSTRACT This study investigated impact of audio-visual materials in teaching geography in senior secondary schools in Bauchi South Senatorial District. four objectives, and four research questions were formulated to guide the researchers in the conduct of the research. The study adopted survey descriptive design involved one hundred and forty (40) students for the study. The instruments used for data collection were questionnaire techniques. The major findings of the study indicated that comprehension of students taught Geography using audio-visual materials) was more effective than that of those taught using chalk and talk teaching process. It also showed that demonstration of students taught Geography by using audio-visual aids (video Show) was high than that of using chalk and talk teaching process. It also indicated that cooperation of students taught Geography using audio-visual aids (video show) was more impressive than that of those taught using chalk and talk teaching process. Finally, the researchers recommended that the government should as a matter of urgency provide schools with these audio-visual materials. Furthermore, Geography teachers should be sensitized on how to use the materials to ultimate academic performance.
The purpose of this study was to find out the effectiveness of ICT as compared to traditional method of teaching in the subject of Geography at secondary level. It was an experimental study. Population considered was all Boys and Girls of class X studying Geography in all secondary schools affiliated with the Government. Teacher made test was used for pretest and the researcher has conducted the test for posttest to collect data from the students. The present study was a true experimental design. The support of ICT was more effective as compared to traditional method of teaching on the academic achievement in Geography at secondary level. ICT was effective in overall perspective of students on academic achievement. Students have shown good results when supporting ICT and Teaching learning in Geography. It was concluded that when supporting ICT, Boys and Girls showed better results as compared to traditional method of teaching. ICT not only support in Geography, it supports other subject too there was a requirement to improve the infrastructure. INTRODUCTION ICT tools are common resources used within learning environments worldwide. These tools can range in complexity from the most basic such as Radio. Television, Calculators, Mobiles, Word processors and presentation software to more complex tools such as video recording, Video editing etc. The internet also serves as a teaching and learning resources by providing real-time information and communication abilities. ICT can and will empower teachers and students, transforming teaching and learning processes from being highly teacher dominated to student centered and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for students to develop their creativity, problem solving abilities, informational reasoning skills, communication skills and higher order thinking skills. ICT has the potential to transform the nature of education, teaching methods and the role of students and teachers in the learning process. The new technologies challenging the conventional concept of both teaching and learning methods and by re-configuring how teachers and students access knowledge. To meet his challenge schools must embrace the ICT tools for teaching and learning to move towards transforming the traditional paradigm of teaching (Williams, Sawayer and Hutchson, 1997). ICT can be used in various ways where it support both teachers and students to learn about Geography and their other subject areas. ICT based teaching and learning offers various interesting ways which includes educational videos, simulation, storage of data, the usage of databases, mind mapping guided discovery brainstorming, music, guide web (www) that will make the learning process more fulfilling and meaningful (Finger & Trinidad, 2002). Students will benefit from ICT support where they are not bounded to the limited curriculum and resources. Instead hands on activities in a technology based course is designed to help them to stimulate their understanding about the subject. It also help teachers to design their lesson plans in an effective, creative and interesting approach that would result in students' active learning. Previous researches proved that support of ICT in teaching and learning will enhance the learning process and maximizes the students' abilities in active learning. According to the UN Decade of Education for sustainable Development 2005-2014, Geography is really closed with education for sustainable development and ICT is the first loop that will help both teachers and students. With ICT the lifelong learning will be easier. Access in information is a very important asset
Geography: Utilization Of Geography Learning Media At High School
2021
The purpose of this study is to find out about the availability of learning media, including 1) Type, 2) Amount, and 3) Conditions. The research carried out is descriptive research with research data is quantitative data. The study was conducted in 23 high schools in Karanganyar Regency. The population in this study were all high school geography teachers and high school students of class X, XI Social Program and XII Social Program in Karanganyar Regency, which consisted of 17 state high schools and 6 private high schools. The high school which was used as the research subject was determined by proportional random sampling technique to obtain 13 high schools. Futhermore, the samples of teachers and students was determined by purposive sampling, where in each school took 1 teacher respondent and 6 students, so the total sample of teachers was 13 people and students were 78 people. The technique of collecting data in the study uses questionnaire, interview and observation methods. The analysis technique used is descriptive statistical analysis. In summary, from this research found the data condition of geography learning media of high school in Karanganyar Regency in 2016 were obtained, including; 1) The most types of media are Atlas, Pictures, Globe, Maps, Slide Powerpoint, and Computer / Laptop devices, 2) The number of media is classified as medium or available in every media in the school, and 3) The condition of the media is classified as poorly maintained for physical media and is very well maintained for media based on Digital Information Technology.
Availability and use of visual materials in teaching geography
The availability and use of visual teaching and learning materials’ study was aimed at finding out if there are adequate visual teaching and learning materials for teaching Geography in Minjibir Education Zone, Kano and if these materials have been effectively and judiciously utilised by the teachers to teach geography. The descriptive survey design was selected for this purpose. The population of the study covers all secondary schools in Minjibir Education Zone where a sample of 36 geography teachers both male and female out of the 37 geography teachers in the Zone was drawn. A questionnaire was used for the data collection while the data collected were analysed using the frequency and percentage distribution table. The gathered data shows that visual materials were inadequate for the effective teaching of geography in Minjibir Education Zone and the few available visual materials have not been effectively and judiciously utilised to teach geography. The study has made certain recommendations that important visual materials like barometer, thermometer, rain gauge, wind vane, computers, projectors e.t.c and geography laboratory must be provided for the effective teaching and learning of geography and the government must ensure that seminars and workshops are organised for geography teachers to make them aware of the importance of using visual materials and motivate them towards discharging their duties effectively