Integrating Technology in Teaching Science: A Quasi-Experimental Study

Aim: This study aimed to investigate the impact of integrating educational videos into science instruction on students' academic performance.Specifically, it evaluated the effectiveness of technology-enhanced teaching compared to traditional instruction through a quasi-experimental design.Methodology: A quantitative one-group pretest-posttest quasi-experimental design was employed.A lesson plan incorporating educational videos was implemented, and students' knowledge, comprehension, and application skills were assessed using a validated multiple-choice test administered before and after the intervention.Data were analyzed using mean scores and paired sample t-tests.Results: Findings revealed that students had low to moderate pretest scores, indicating limited understanding and misconceptions in science concepts.After exposure to technology-integrated instruction, students demonstrated notable improvement in academic performance.Statistical analysis confirmed a significant difference between pretest and posttest scores, indicating that educational videos effectively enhanced learning outcomes. Conclusion:The integration of educational videos in teaching science significantly improved students' academic performance.The findings suggest that technology-based teaching strategies are effective in promoting comprehension and engagement in science instruction.