The Effects Of Interactive Instructional Television On Upper Basic Students’ Academic Achievements In The Hausa Language

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.