Effectiveness of Instructional Videos on the Content Mastery of Junior High School Students in Chemistry

The study aimed to determine the effectiveness of instructional videos on the content mastery of Junior High School students in Chemistry. The study utilized quasi-experimental study employing one group pre-test-post-test design. A total of 200 student respondents conveniently selected from two public secondary schools of Makilala were the respondents of the study. Data collection included administration of pre-test and post-test to analyze the effectiveness of instructional video materials. Pre-test results revealed overall low mastery level among contents particularly in properties of solution, atomic structure & periodic table, chemical bonding & carbon compounds, mole concept, gas behavior, and biomolecules & chemical reactions. Post-test results show an overall average mastery across all content areas. However, trends for scientific investigation, elements, compounds & mixtures, nature of matter, and behavior of atoms were still in need for continued improvements. Furthermore, there is a significant difference between the performance in the pre-test and post-test scores across all content areas rejecting the null hypothesis of the study. Thus, the study concluded that instructional videos are effective in improving students’ content mastery in chemistry. The results implied, that instructional videos are effective in addressing the needs of the Junior High School Students especially on their content mastery in chemistry. Furthermore, recommendations were laid to include support and resources for teachers for meaningful delivery of Chemistry education.