Empirical Investigation of the Effectiveness of Video-Based Instruction Compared to Conventional Teaching in Secondary School Chemistry in Kaduna State

Video-based instruction enables visualisation of chemical processes and laboratory demonstrations that physical facilities and safety constraints often preclude, and empirically evaluating its effectiveness compared to conventional teaching in Kaduna State secondary schools addresses an important instructional technology evidence need. This study empirically compared the effects of video-based instruction and conventional lecture-based teaching on the achievement of SS1 Chemistry students in Kaduna North and Kaduna South LGAs, Kaduna State, North West Nigeria. A quasi-experimental pre-test and post-test control group design was employed with 160 students (80 per condition). Video instruction comprised pre-produced educational chemistry videos supplemented by teacher facilitation over 8 weeks. Achievement tests covering atomic structure and chemical bonding units were administered before and after instruction. ANCOVA analysis showed that the video instruction group achieved significantly higher post-test scores (mean 73.4) than the conventional group (mean 61.7) after controlling for pre-test performance (F = 47.2, p < 0.001, partial eta-squared = 0.23). Retention test at 6 weeks post-instruction showed the video group maintained significantly higher scores. Low-achieving students showed the largest benefit from video instruction. The study recommends Chemistry video resource libraries for secondary schools, teacher training in video-facilitated Chemistry instruction, and a state video lesson commissioning programme coordinated by the Kaduna State Ministry of Education. Keywords: video-based instruction, Chemistry achievement, secondary school, Kaduna State, instructional technology