Effects of Video-Clip Instructional Strategy on Performance and Retention in Basic Science Concept among Upper Basic Students in Makurdi, Benue State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026473Abstract
This study examined the effect of video clip instructional strategy on Basic Science students’ academic performance and retention in Makurdi Local Government Area, Benue State, Nigeria. Four research questions guided the study, and four corresponding hypotheses were tested. The study adopted a quasi-experimental, non-randomized pre-test, post-test design. The population comprised 1,933 upper Basic II students from 31 Universal Basic Education (UBE) schools in Makurdi, while a sample of 73 students in two intact classes was selected using a multi-stage sampling. The experimental group was exposed to video clip instructional strategy, and the control group received instruction via the demonstration method. The research instrument, the Basic Science Performance and Retention Test (BSPRT), was developed by the researchers and validated by two experts in Science Education and one expert in test and measurement in department of Science and Mathematics Education, Faculty of Education, Rev. Fr. Moses Orshio Adasu University, Makurdi. Reliability of the instrument was established using Kuder-Richardson Formula 21 (KR-21), yielding a coefficient of 0.94. Data were analyzed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05 significance level. Findings revealed that video clip instructional strategy significantly enhanced students’ academic performance compared to the demonstration method (F(1,66) = 20.98; p = 0.000 < 0.05). No significant difference was found between male and female students’ performance using video clips (F(1,34) = 0.539; p = 0.468 > 0.05). Similarly, retention scores were higher for students taught using video clips than those taught via demonstration (F(1,69) = 0.019; p = 0.891 < 0.05), with no significant gender differences observed. The study recommends that Basic Science teachers employ video clip instructional strategy in teaching, as it facilitates active engagement, idea-sharing, and promotes equitable academic performance and retention across genders among others.
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