Abstract
The study is titled “The Effects of Interactive Instructional
Television on Upper Basic Students’ Academic Achievement in Hausa Language.
The study was quasi-experimental and specifically, the non-equivalent
comparison group design was adopted. The study used 120 Upper-Basic II from Minna
Educational Zone, Niger State. The study answered two (2) questions and tested
two (2) null hypotheses. Hausa Language Achievement Test (HALAT) was the data
collection instrument. Expert duly validated the instrument and has a
reliability coefficient index power of 0.780. The mean and standard deviation
were equally used to answer the questions raised by the study. The independent
sample t-test was used to test the study’s null hypotheses at 0.05 alpha. The
study discovered significant differences between the academic achievement
scores of the experimental and the comparison groups. By implication the upper
basic students taught Hausa language with interactive instructional television
outperformed their counterparts taught with lecture technique. The study found
that gender does not affect the performances of the experimental group signifying
that the students who were taught the Hausa language with interactive instructional
television performed credibly well irrespective of their gender. In light of
the above, the study recommends Hausa language teachers should be encouraged to
use interactive instructional television in their classrooms for their students’
optimum academic excellence in Niger State; Niger State government, through the
Ministry of Education, donor Agencies and influential individuals should support
and provide all the funds needed for the procurement and maintenance of instructional
television for maximum efficiency and service delivery.
Keywords: Academic Achievement, Hausa Language, Interactive, Instructional Television
DOI: www.doi.org/10.36349/tjllc.2024.v03i01.017
author/Busa, M.A. & Umar, A.
journal/Tasambo JLLC | 15 February 2024 | Article 17
