Article Details

Video Instructional Material (VIM) Integrated Teaching & Learning in Science at Secondary Level | Original Article

Sumit Gangwar*, in Shodhaytan | Multidisciplinary Academic Research


The present study is carried out to examine the effectiveness of Video Instructional Material (VIM) on secondary level students’ achievement in science at knowledge, understanding and application level and their attitude towards VIM in Wardha district of Maharashtra, India. This research is based on pre-test and post-test single group experimental design. In this study, one secondary school was selected using simple random sampling technique. All 40 students of class 9th of that school were included in the experimental group for conducting the experiment. Lesson plans of science were developed by the researcher using VIM. For data collection, self-made Science Achievement Test (SAT) and self-made Attitude Scale towards Video Instructional Material (ASVIM) were used. SAT comprised of 30 multiple choice questions of secondary school science at knowledge, understanding and application domain. The reliability coefficient value of SAT was 0.70 calculated by split-half method. ASVIM comprised of 20 statements. The pre-test of SAT was administrated on the group before starting the experiment. The next stage involved the treatment phase in which the researcher taught 2 chapters of science (Digestive System of Human and Air Pollution) to students with the help of lesson plans which were developed by researcher. When the treatment was over, post-test of SAT and ASVIM were administrated on the group. After collecting the data, the Shapiro-Wilk test was used for checking the normality of the data and then analysis of data was done by using both descriptive (Mean, Standard deviation) and inferential (t-test) statistics. A hypothesis was tested on 0.01 level of significance. After the analysis of data the findings of the study revealed that the students taught by the VIM performed better on Science Achievement Test at all three levels of the cognitive domain and students have positive attitude towards VIM. These findings indicate that the VIM was found to be significantly effective in terms of achievement in science. Therefore it can be concluded that the VIM is effective to learn science. Based on the result obtained, it is therefore recommended that teachers should use VIM for teaching science and other subjects at secondary level to facilitate learning of higher levels of cognition.