Instructional Television Utilization for the Enhancement of Cognitive Learning Skills: Implication for the Challenges in Science Education

Abstract

This paper focused on Instructional television utilization for the enhancement of cognitive learning skills. The study adopted a quasi experimental design with two intact classes comprising of forty students each randomly selected for the study. Two hypotheses were postulated to guide the study. Physics achievement test was developed and validated with a reliability coefficient of 0.71. Data were analysed using t-test statistics and result revealed there was a significant difference in the use of instructional television on the performance students while there was no significant difference in the performance of male and female students in the experimental group. Recommendations were made that instructional television should be used in teaching Physics due it abstract nature.