Effect of Teaching Grammar Using Video on Students Performance in English.

Caren Chengui Taboi; Stephen Kyalo Mutiso; Boniface Njoroge Ngaruiya; Peter Kyalo Kyalo Mulwa

Caren Chengui Taboi University of Nairobi
Stephen Kyalo Mutiso University of Nairobi
Boniface Njoroge Ngaruiya University of Nairobi
Peter Kyalo Kyalo Mulwa University of Nairobi

Keywords: : English Grammar, Information and Communication Technology, Students Achievement, Teaching Tool, Video shows.

Abstract

Information and Communication Technology has been providing potential learners with new modes of learning. One of these modes include the use of video shows in learning English. This study evaluated the influence of video shows as a teaching tool on students’ performance in English in Nandi North Sub County, Kenya. The specific objective of the study was to establish whether teaching grammar-using video shows influence students’ achievement in English. The study followed a Quasi experimental design and a sample of 12 teachers and 360 students involved in the study. 180 students formed the experimental group while the other 180 students formed the control group. The research employed both quantitative and qualitative methods of data collection. Questionnaires were used to collect information on the influence of video shows as a teaching tool for teaching grammar on students’ performance in English in Nandi North Sub County. Performance tests were used to find out the performance of the students before and after the treatment (pre-test and post-test). The researcher used a standardized marking scheme to mark the papers. The quantitative data collected was coded appropriately and then analyzed using Statistical Package for Social Sciences the latest version. Descriptive statistics was employed in the analysis. The findings revealed that the use of video shows as a teaching tool for teaching grammar influenced student performance in English in Nandi North Sub County. Standard Students Achievement Tests showed significant improvements in post-test scores, indicating the effectiveness of video presentations. Specifically, teaching writing using video was notably effective, with the highest beta coefficient, followed by teaching grammar, oral skills and literature. These results indicate the capacity of video shows to enhance learning outcomes across different aspects of the English curriculum, validating the integration of multimedia tools in educational practice. Based on the findings of the study, it is conclusively demonstrated that video presentations significantly enhance student achievement in English, particularly in grammar, by fostering deeper engagement and understanding across various language skills. It is recommended that secondary schools should consider increasing their investment in multimedia teaching tools and provide comprehensive training for teachers to effectively integrate video presentations into their instructional practices for improved student outcomes.