Assessing the Effectiveness of Infographic Video Modules in Enhancing Chemistry Process Skills among Ninth Standard Students

Abstract

The study investigates the effectiveness of infographic video modules on the development of chemistry process skills among IX standard students. Utilizing a quasi-experimental design, the study was conducted with a sample of 64 students selected from two different schools, comprising 32 students in the experimental group and 32 students in the control group. The experimental group received instruction through infographic video modules, while the control group followed the traditional teaching methods. Data were collected using a process skills test, developed and validated specifically for this study. The test measured various chemistry process skills, including observation, classification, inference, prediction, and experimentation. Pre-test and post-test scores were analyzed using statistical techniques such as Mean, SD and t-tests to determine the impact of the intervention. The findings revealed that students in the experimental group demonstrated significant improvement in their chemistry process skills compared to the control group. The use of infographic video modules was particularly effective in enhancing students' ability to observe and classify chemical phenomena, make inferences, and predict outcomes based on experimental data. The visual and interactive nature of the infographic videos contributed to better engagement and understanding of complex concepts. This study highlights the potential of infographic video modules as a powerful educational tool to enhance process skills in chemistry. The results suggest that incorporating multimedia resources into the curriculum can significantly improve students' learning outcomes and provide a more engaging and effective learning experience. Further research is recommended to explore the long-term effects of such interventions and their applicability across different subjects and educational contexts.