DOI: 10.1177/10241221261460279 ISSN: 1024-1221

Video-based learning and grade 9th students’ understanding of chemical bonding concepts in Yeka sub city's secondary school, Addis Ababa

Amelework Hailu Alemu, Woldie Belachew, Eskedar Tessema, Wondimu Temesgen, Sina Temesgen Tolera
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Introduction

The abstract nature of chemical bonding, however, makes it difficult for students to visualize the motion and interactions of minuscule particles like atoms and electrons at the subatomic level. Therefore, this study explored how Grade 9 students in government secondary schools (SS) in Yeka Sub-City, Addis Ababa, understood chemical bonding concepts in relation to video-based learning (VBL).

Methods

The study used a pretest-post-test non-equivalent quasi-experimental design. A total of 140 students took part; 71 students from Tesfa Birhan SS made up the comparison group (CG), and 69 students from Karalo SS were allocated to the intervention group (IG). A pilot-tested chemical bonding comprehension test. SPSS version 23 was used to analyze quantitative data. Independent samples t -tests were used to compare mean scores between groups and genders at a significance level of 0.05 and a 95% confidence interval.

Result

The finding shows that after intervention, the independent samples t -test found that there is statistically significant difference in overall mean scores of chemical bonding between the IG and the CG among SS students ( N IG  = 69, M IG  = 15.77, SDIG = 2.30; N CG  = 71 M CG  = 9.50, SDCG = 2.54; t (138) = 15.31, p  < 0.001). The results revealed statistically significant differences in overall chemical bonding understanding between IG ( M  = 15.77, SD = 2.30) and CG ( M  = 9.50, SD = 2.54), t (138) = 15.31, p  < 0.001). These evidences indicated notable improvements in students’ comprehension of covalent, ionic bonds, and metallic bonds, favouring IG.

Conclusion

The study concludes that by visualizing notions of chemical bonding through videos, especially those with animations and simulations-students can develop a stronger understanding of these concepts. The schools should host VBL training sessions that cover the concepts, methods, and classroom management approaches necessary for secondary students to successfully implement them.

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