Influence of video-based instruction on senior two students’ understanding of the mole concept

Abstract

Background: Effective chemistry instruction requires innovative and learner-centred 
approaches that enable students to develop a clear and meaningful understanding of abstract 
chemical concepts. This study examines the influence of video-based instruction on Senior Two 
students’ understanding of the mole concept. Specifically, the study explores students’ 
perceptions of using video-based instruction to learn the mole concept and identifies the 
challenges associated with implementing video-based instruction in rural schools. The study is 
guided by Mayer’s Cognitive Theory of Multimedia Learning (CTML), which provides a theoretical 
basis for understanding how students process and integrate verbal and visual information 
during learning. Methods: A descriptive mixed-methods design was employed, involving 102 
participants, including 100 students and two Chemistry teachers from two secondary schools 
in Burera District, Rwanda. Students were randomly assigned to an experimental group, which 
received video-based instruction, and a control group, which received traditional instruction. 
Data were collected through pre- and post-achievement tests, questionnaires on students’ 
perceptions, and semi-structured interviews with teachers, and analyzed using descriptive 
statistics and thematic analysis. Results: Findings revealed that students exposed to video
based instruction achieved significantly higher post-test scores (M = 8.18, SD = 1.00) compared 
to the control group (M = 6.00, SD = 1.62). The difference between the groups was statistically 
significant (t=7.98, p < 0.001). These findings suggest that video-based instruction was 
effective in enhancing students’ conceptual understanding of the mole concept. Students 
reported that videos enhanced engagement, simplified abstract concepts, and allowed self
paced learning, while teachers highlighted the motivational and cognitive benefits of 
multimedia resources. However, challenges were noted, including limited access to digital 
devices, internet connectivity issues, and potential distraction if videos were used in isolation 
without interactive support. Conclusion: These findings indicate that video-based instruction is 
a promising strategy for enhancing student learning but is most effective when implemented 
within blended approaches and supported by adequate resources. Schools should provide 
teacher training to ensure effective integration of videos aligned with curriculum objectives. 
Future research could examine the long-term effects of video-based instruction, compare its 
impact across rural and urban settings, and explore the use of emerging technologies such as 
virtual reality, augmented reality, and artificial intelligence to further enhance science learning.