Comparative Effects of Video-Based Instructional Strategy and Instructional Diagrams on Junior Secondary School Students' Academic Performance in Intermediate Science in Asaba, Delta State, Nigeria.

This study investigated Video-Based Instructional Strategy and Academic Performance in Intermediate Science Among Junior Secondary School Students in Asaba, Delta State, Nigeria. The study was guided by two research questions, from which two research hypotheses were formulated and tested. The study adopted a pre-test, post-test, quasi experimental and control group design. The population of the study consists of three thousand three hundred and nineteen (3,319) junior secondary schools’ students in the 13 public schools in Asaba, Delta State. The sample of the study comprised a total of 240 students. Two intact classes were assigned to the experimental group and taught using video-based Instructional Strategy, while two other classes served as the control group and were taught using instructional diagrams. A validated instrument with reliability coefficient of 0.76 namely Intermediate Science Performance Test (ISPT) was used for data collection. Mean and standard deviation was used to answer the research questions while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). Result after analysis revealed that there is significant difference in mean academic performance of students taught intermediate science with Video-Based Instructional Strategy (VBIS) than those taught with Instructional Diagram (ID). There is no significant difference in the mean academic performance scores of students taught Intermediate Science using Video-Based Instructional Strategy (VBIS) and those taught with Instructional Diagram (ID) based on location. The study concluded that video-based instructional strategy significantly improves academic performance of junior secondary school students better than instructional diagram. The researchers recommended that teachers should adopt the use of video-based instructional strategy approach in the teaching of intermediate science especially those topics that are considered to be abstract.