Video Clip-Based Instruction and Performance Level of Junior High School Students in Science

Abstract

This study determined the effectiveness of video clip-based instruction on the performance level of Grade 10 students in Science at Palimbang National High School. Specifically, it evaluated the video clip-based instruction that may be integrated in Science education in terms of source, nature, and quality; determined the pre-test and post-test performance of the experimental and control groups; tested the significant difference between their pre-test and post-test performance; and proposed strategies to improve video clip-based instruction. The study employed a quasi-experimental design involving Grade 10 students selected through simple random sampling. The experimental group was exposed to lessons supported by video clips, while the control group was taught using traditional teaching methods. Pre-tests and post-tests were administered to both groups, and the results were analyzed using mean, standard deviation, and t-test. The salient findings revealed that students exposed to video clip-based instruction showed greater improvement in their Science performance than those taught using traditional methods. The results further indicated that video clips, when properly selected and integrated, helped make Science lessons more engaging, understandable, and meaningful for learners. Based on the findings, the study concludes that video clip-based instruction is an effective instructional strategy for improving the performance level of Grade 10 students in Science. It is recommended that Science teachers integrate short, objective-aligned, and quality video clips with guided viewing questions, pause-and-discuss activities, and formative assessments to enhance students’ learning outcomes.