An evaluation of the use of instructional videos in STEM classrooms in Pankshin LGA, Plateau State
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- NGN 5000
Background of the Study
The integration of instructional videos into STEM classrooms has emerged as a transformative approach in modern education, especially in areas where traditional resources are limited. In Pankshin LGA, Plateau State, educators are increasingly embracing video-based instruction to bridge gaps in understanding abstract STEM concepts. This innovative medium provides dynamic visual representations that can simplify complex theories and foster interactive learning experiences. Recent studies have highlighted that instructional videos not only support visual learners but also enable repetitive review of challenging materials, thereby reinforcing comprehension (Okoro, 2023). In addition, the adaptability of video content—ranging from animated simulations to real-life laboratory demonstrations—caters to diverse learning styles and enhances engagement. With growing investments in digital infrastructure, local schools are now better positioned to integrate these technologies into their curricula, even amidst challenges such as intermittent power supply and limited technical training (Eze, 2024). Moreover, instructional videos serve as a cost-effective tool that supplements traditional teaching methods without the need for expensive laboratory equipment. The pedagogical shift aligns with global trends that prioritize multimedia learning and interactive pedagogy, which have been proven to elevate student performance in STEM subjects (Abdullahi, 2025). This study examines how the regular use of instructional videos impacts student understanding, retention, and application of STEM principles in a resource-constrained environment. By analyzing classroom practices, teacher readiness, and student feedback, the study aims to reveal both the benefits and limitations inherent in adopting such digital tools. Furthermore, it explores whether the integration of these videos fosters a deeper conceptual grasp among students and ultimately improves academic performance. The investigation is underpinned by theories of cognitive load and multimedia learning, suggesting that well-designed video content can reduce extraneous cognitive load and facilitate better schema construction. Overall, this study is timely, considering recent educational reforms that emphasize digital literacy and innovation. It seeks to contribute valuable insights into how instructional videos can serve as an effective pedagogical strategy to enhance STEM education in Pankshin LGA, thereby informing policy and practice at both local and national levels.
Statement of the Problem
Despite the growing enthusiasm for instructional videos in STEM education within Pankshin LGA, several challenges hinder their full potential. Many schools struggle with technical constraints, such as inadequate digital equipment and unreliable internet connectivity, which limit seamless integration into daily lessons. Furthermore, teacher preparedness remains a critical issue, as many educators lack the specialized training required to design or effectively implement video-based curricula (Okoro, 2023). This gap in professional development contributes to a suboptimal use of available resources, where videos are sometimes used as mere adjuncts rather than as integral teaching tools. Additionally, while preliminary observations indicate improved engagement when videos are employed, there is insufficient empirical evidence on their actual impact on student learning outcomes in STEM subjects. The absence of robust, context-specific studies makes it difficult for educational stakeholders to justify the allocation of funds and time toward further digital resource development (Eze, 2024). Local educational policies also appear to be outpaced by rapid technological advancements, leaving a gap between what is technologically possible and what is pedagogically practiced. Moreover, disparities in resource availability among schools in the LGA exacerbate educational inequities. While some institutions can afford the latest audiovisual equipment and training programs, others continue to rely on outdated methods. This uneven distribution further complicates the assessment of instructional videos’ effectiveness across a diverse student population. Without addressing these systemic issues, the benefits of video-based instruction may remain confined to well-resourced classrooms, thereby widening the achievement gap. Finally, the rapid evolution of digital tools necessitates ongoing research to continually assess their relevance and impact, ensuring that instructional practices remain aligned with emerging educational technologies (Abdullahi, 2025). Thus, this study seeks to systematically evaluate the integration of instructional videos in STEM classrooms, identifying key challenges and proposing strategies for more effective use that can be generalized to similar contexts.
Objectives of the Study
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To evaluate the impact of instructional videos on student engagement and understanding in STEM.
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To assess teacher preparedness and the challenges of integrating video content in classroom settings.
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To propose actionable strategies for enhancing digital pedagogy in resource‐constrained environments.
Research Questions
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How do instructional videos influence student engagement in STEM classrooms?
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What challenges do teachers face when incorporating instructional videos into their lessons?
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How can instructional videos be optimized to improve conceptual understanding in STEM subjects?
Research Hypotheses
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Instructional videos significantly improve student engagement compared to traditional teaching methods.
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Teachers with specialized training in digital pedagogy are more effective in integrating video content in their instruction.
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The regular use of instructional videos leads to improved student performance in STEM subjects.
Significance of the Study
This study is significant as it provides empirical evidence on the effectiveness of instructional videos in enhancing STEM education. The findings will guide policymakers, educators, and stakeholders in developing targeted professional development programs and investing in digital infrastructure. Ultimately, the study contributes to reducing educational disparities and promoting innovative teaching practices in resource-limited settings.
Scope and Limitations of the Study
The study is limited to evaluating the use of instructional videos in STEM classrooms within Pankshin LGA. It focuses on the experiences of selected schools and does not account for variations outside the region. Limitations include infrastructural constraints and potential biases in self-reported data.
Definitions of Terms
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Instructional Videos: Digital visual materials designed to support and enhance classroom teaching.
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STEM: An acronym for Science, Technology, Engineering, and Mathematics subjects.
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Digital Pedagogy: The use of digital tools and media to support teaching and learning processes.
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