EFFECTS OF SCIENCE VIDEO INSTRUCTIONAL STRATEGY ON STUDENTS’ ACADEMIC ACHIEVEMENT IN CHEMISTRY AMONG SECONDARY SCHOOLS IN YENAGOA METROPOLIS, BAYELSA STATE

Abstract

This study explored the “effects of science video instructional strategy on students academic achievement in chemistry.” The study adopted the “pre-test and post-test control group quasi experimental design.” Four secondary schools in Yenagoa Metropolis were purposively selected, and the SS1 intact class from each of these schools was used. 111 students participated in the study. Two schools each were randomly assigned to experimental and control groups. Instruments for data collection were two instructional guides and the Chemistry Achievement Test (CAT). The CAT had a reliability of 0.76 using Kuder-Richardson Formula 21 (KR-21). Data was analysed using "mean, standard deviation, and Analysis of Covariance (for the null hypotheses". The findings of the study showed that students taught using the science videos instruction significantly outperformed those taught with conventional lecture strategies, and gender did not significantly influence students' achievement. It was recommended among others that teachers should make use of science videos to aid chemistry teaching especially when dealing with complex concepts.