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The Effect of Podcasting Revision Lectures on the Student’s Academic Performance

This study explores the effects of podcasting revision lectures on students' academic performance at Tshwane University of Technology. Utilizing Situated Learning Theory, the research identifies that traditional learning environments often restrict access to revision support and flexibility. By conducting an experiment with 350 students, divided into control and experimental groups, findings revealed a significant enhancement in academic scores among those using lecture podcasts. Recommendations suggest the adoption of podcasting technology to improve learning and student success in higher education.

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The Effect of Podcasting Revision Lectures on the Student’s Academic Performance

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  1. The Effect of Podcasting Revision Lectures on the Student’s Academic Performance Authors: ME Rankapola & JS Dirane Tshwane University of Technology, RSA

  2. Introduction • Blending of two words: iPod & Broadcasting • 2004 – Duke University introduced podcasting • Research in Podcasting: Acceptance, Student’s Attitudes & Challenges. • Gap Identified – Effect of Podcasting on Academic Performance

  3. Theoretical underpinning • Situated Learning Theory informed this study: • That learning is not static • So should the learning tools • They need to move with the learner • Learning tools should fit the context • Philosophy of Epistemology: • Objective reality exists and what is our limits to it?

  4. Problem statement • Observation: • Lecturers are not always available to assist students with revision lectures • Lectures are confined within formal learning contexts • Time constraints influence the quality of a lecture

  5. Objectives • Primary Objective: • To measure the effect of podcasting revision lectures on the students’ academic performance • Secondary Objectives: • To provide constant student support • To increase Student-Lecturer contact time with minimal environmental constraints • To provide students with sufficient time to assimilate the learning content

  6. Method • Experiment: • Population = 540 Students • Random Sample = 350 Students • Sample was divided into two groups: • Control Group = 175 Students • Experimental Group = 175 Students • Materials: • Sennheiser wireless presentation set • HP Laptop running Windows XP OS • University’s LMS (MyTutor) • Podcasts accessible on any computer connected to internet – downloadable to a mp3/mp4 player

  7. Analysis & outcomes

  8. recommendations & Conclusion • 17.11% mean score indicated that the experimental group benefited from the lecture podcasts. • A low SD of 10.56 showed that a few students scored a mark below a mean of 66.33% in comparison with a high SD of 19.56 and a mean of 46.52%. • Therefore, this study attested to the positive effect that podcasting revision lectures may have on learning and academic performance. • This study recommends that local universities should consider adopting podcasting technology as part of their blended learning approach to enhance learning and improve academic success

  9. Thank You!

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