Abstract

This study investigated the impact of home video content on vocabulary development among senior secondary students, utilising a pre-test/post-test control group quasi-experimental design. A random sample of 50 students was divided into an experimental group, which received vocabulary instruction through home video content, and a control group that underwent traditional vocabulary instruction without video support. Vocabulary knowledge was measured using a validated Vocabulary Achievement Test (VAT) with a reliability coefficient of 0.88, administered as both a pre-test and post-test. Data analysis via t-test revealed that the experimental group scored significantly higher in vocabulary development (mean = 38.92) compared to the control group (mean = 24.24), with a t-statistic of 5.95 and a p-value of 0.000000305. This finding concluded that home video-based instruction enhances vocabulary acquisition significantly more than traditional methods. The study therefore recommended that educators and curriculum developers should consider integrating multimedia resources into vocabulary teaching strategies.