Effectiveness of “mit-meio” video instructions in learning and memory retention of grade twelve cell- division at Naboye secondary school in Kafue.

Technology ranges from the basic notion of tools, to systems which employ or exploit it. Some common examples of technology include videos, simulations, virtual and remote laboratories, games and tablet computing. Though some of these can be useful in the learning of O-level biology topics that are challenging, in Zambia less research has been done to investigate their effectiveness. Therefore, this study investigated the effectiveness of the Mit-Meio video instructions in learning of O-level cell division and memory retention. The study sought to determine the difference in performance between learners who use the Mit-Meio video enhanced instructions and those who do not, determine the difference in the memory retention between learners who use the Mit-Meio video enhanced instructions and those who do not and also establish learners’ perceptions on Mit-Meio video enhanced instructions. It employed a mixed methods approach and the sequential explanatory design where quantitative data was collected by pre-testing the learners prior to the introduction of content on cell division topic and post-testing them after administering the treatment (Mit-Meio video) on the topic. A focus group discussion and observation schedule were used to collect qualitative data on perceptions of learners on the Mit-Meio video enhanced instructions. Analysis of quantitative data was done by comparing the means generated using the statistical package for social sciences (SPSS) and normalizing learning gains of the experimental and control groups. Inferential statistics (t-tests) were used to determine if there was a statistical significant difference in performance between the two groups. Qualitative data from the focus group discussion and observation schedule were analysed using qualitative content analysis by grouping data into categories or themes that emerged. The findings revealed a statistically significant difference in performance between the groups and an overwhelming interest in pupils to continue the use of video instructions in addition to the normal way of learning. The study recommended that, in order to overcome the difficulties and make the learning of cell division more effective, learning through the use of visual materials like the Mit-Meio as a supplement to traditional instruction should be encouraged and videos given to learners so that they can watch and comprehend the content.