The Development of an Interactive Video-Based Instructional Package for Teaching Mathematics in Primary Schools in Osun State, Nigeria
DOI:
https://doi.org/10.57125/ELIJ.2025.09.25.06Keywords:
interactive video-based instructional package, mathematics education, ADDIE model, digital pedagogy, primary educationAbstract
Low achievement in mathematics and the inadequacy of existing instructional materials continue to pose significant challenges to primary education in Nigeria. This study develops and evaluates an Interactive Video-based Instructional Package (IVIP) for fifth-grade pupils in Osun State, addressing gaps in usability and technological integration. Guided by the ADDIE model, the package was designed, developed, implemented, and assessed using a mixed-method research design. Twenty (20) pupils participated, and reliability testing of the evaluation instruments showed acceptable consistency (α = 0.75–0.78). Descriptive and content analyses revealed that the IVIP demonstrated high flexibility (x̅ = 1.72), suitability (x̅ = 1.81), acceptability (x̅ = 1.89), and usefulness (x̅ = 1.90), all of which exceeded the threshold of 1.50. Pupils reported enthusiasm and improved mathematics performance, indicating the pedagogical value of the intervention. The novelty of this study lies in the validated integration of interactive video into primary mathematics education in a resource-constrained setting, filling a critical gap in Nigerian EdTech practice. The findings suggest that IVIP is a flexible and effective tool for enhancing mathematics learning, and primary school teachers should adopt it. Future research should extend this innovation to other subjects to further advance technology-supported teaching and learning in Nigerian primary schools.
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