Effectiveness of Infographic Video Modules in Enhancing Chemistry Process Skills among 9th Grade Students
DOI:
https://doi.org/10.22159/ijoe.2026v14i3.58410Keywords:
infographic video modules, chemistry process skills, ninth-grade students, multimedia learning, student-centered instruction, science educationAbstract
This study analyzed the effectiveness of Infographic video modules in improving ninth-grade students’ understanding of the chemistry process skills. This quasi-experimental study examined how well infographic video modules helped ninth-grade students improve their process skills in chemistry. Using purposive sampling, 60 students were randomly assigned to experimental (n = 30) and control (n = 30) groups. The instrument was content validated by subject experts and demonstrated good internal consistency (Cronbach’s α = 0.82). The intervention was implemented over 20 instructional days (four weeks). While the control group got traditional training, the experimental group’s students were taught using systematically designed infographic video modules. Independent samples t-test revealed no statistically significant difference between the control and experimental groups at the pre-test level (t(58) = 1.48, p > .05), confirming baseline equivalence. The experimental group showed a statistically significant advantage on the post-test (t(58) = 4.55, p < .001). When pre-test scores were used as covariates in an ANCOVA to account for initial differences, the adjusted post-test means remained significantly different (F(1,57) = 20.84, p <.001). Cohen’s d effect size analysis revealed a very large practical effect for the experimental group (d = 3.73), indicating strong instructional impact. The results indicate that graphical video courses considerably enhance secondary-level chemistry process skills.
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