A Preliminary Investigation into the Effects of Video-Based Instruction and Hands-on Experiments on students’ Learning of Covalent Bonding in General Science

Articles in Press

Document Type : Original research

Authors

1 Department of Physics, Shahid Rajaee Teacher Training University, Tehran, Iran

2 Master’s student in physics, Department of Physics, Shahid Rajaee Teacher Training University, Tehran, Iran

10.48310/chemedu.2026.23324.1431

Abstract

Background and Objectives: Teaching abstract concepts in chemistry, particularly covalent bonding, has consistently faced challenges due to its microscopic nature, often leading to student misconceptions. Prior research emphasizes the necessity of transitioning from traditional methods to multimedia tools. Therefore, the primary objective of the present study is to compare the effectiveness of instruction based on educational videos and concrete experiments versus the lecture-based method on students’ learning and conceptual understanding of covalent bonding, highlighting the role of technology in enhancing educational quality. Methods: This quasi-experimental study used a single-group repeated-measures design. Twenty-eight ninth-grade students from Somayeh School in Aslanduz were selected through convenience sampling, and data from 27 students were analyzed. Students were first taught using the traditional method and then using the modern method, which included video, modeling, practical activities, and collaborative learning. After each stage, an equivalent short-answer test was administered. Data were analyzed using the mean, standard deviation, paired-samples t-test, and effect size. Findings: The findings revealed that the mean scores of students using the modern method (13.64) were significantly higher than those of the traditional method (9.08). Statistical analysis showed a t-value of 4.46 and a significance level of 0.0021. The number of complete responses also increased, while incorrect and unanswered responses decreased. Conclusion: The modern teaching method improved students’ learning of covalent bonding by making abstract concepts more tangible and increasing student participation. Because there was no independent control group, the sample was small, and an order effect was possible, the findings should be interpreted and generalized with caution.

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Research in Chemistry Education

Articles in Press, Accepted Manuscript
Available Online from 30 September 2026

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