Evaluating the Impact of Video-Assisted Instruction and Traditional Teaching Methods on Student Learning Outcomes in Grade 9 Integrated Science at a Secondary School in Guyana: A Comparative Study

This study investigated the impact of video-assisted instruction on student learning outcomes in Integrated Science among Grade 9 students at a secondary school in Guyana. Motivated by observations of low engagement and frequent distractions during traditional “chalk and talk” lessons, a quasi-experimental design was implemented with two Grade 9 classes (n = 40). Class A received traditional text-based instruction, while Class B was taught using video-based instructional materials. Both groups were taught by the same teacher over a two-week period to control for instructional bias. A researcher-developed Integrated Science achievement test, aligned with Bloom’s Taxonomy and validated by subject matter experts, was administered as both pre-test and post-test to measure learning gains. Quantitative data were analyzed using paired-sample t-tests and ANOVA, and qualitative insights were derived from semi-structured student interviews. Results indicated statistically significant improvements in post-test scores for both groups (p < 0 xss=removed xss=removed>