Students Understanding of "Biological Processes of Life" and their Classroom Behaviour with Video-Instruction

Abstract

This study examined the impact of video-based instruction on students` understanding of biological processes and classroom behavior, with consideration for gender, ability levels, and school location in Delta State, Nigeria. Science students find it difficult to understand scientific concepts and perform poorly in sciences, with the application of the  dual coding theory that emphasizes mental imagery and the intricate mechanisms of how information is stored in memory, this study focused on the use of videos  that would form mental images on the students to teach the biological processes of life topics. The videos as visual aids are meant to assist students in processing and retaining the concepts thought. To achieve this goal, a quasi-experimental design was adopted to compare two groups: one received instruction via videos, while the other was taught using conventional methods. Data were collected over seven weeks using three validated instruments—the Basic Science Ability Test (BSAT), Processes of Life Achievement Test (PLAT), and Classroom Behavior Rating Scale (CBRS). Six topics were covered: digestive, excretory, circulatory, skeletal, respiratory, and nervous systems. Statistical analysis involving means, standard deviations, t-tests, and ANCOVA revealed that students taught using videos achieved significantly higher academic performance and exhibited improved classroom behavior, particularly in rural areas. While high-ability students performed well across both instructional modes, low-ability students showed better outcomes with video instruction. No significant differences were observed based on gender or location. The findings underscore the effectiveness of video-based instruction in enhancing learning outcomes and h positive classroom behavior. It is recommended that video-integrated teaching approaches be adopted to support differentiated instruction, especially for low-achieving students. Additionally, this study findings aligns with the dual coding theory and highlights the need for teacher training programs that build capacity for effective multimedia integration in science education.

Keywords: Video-based instruction, biological-processes of life, Classroom behaviour, Dual coding theory

DOI: 10.7176/JEP/16-8-05

Publication date: July 31^st 2025