Integrating Non-interactive Linear Videos into Didactic Teaching Approaches: Enhancing Understanding of Atomic Models and Structure

Using videos in the classroom has proved to be highly beneficial in helping students understand complex concepts. Against this backdrop, this study examined the impact of using non-interactive videos in a didactic setting to teach atomic models and structure to Form 2 senior high school science students in Ghana. The study applied the Cognitive Theory of Multimedia Learning and utilised an embedded mixed methods design. Eighty-nine students from two randomly selected classes in schools within the Cape Coast Metropolis participated in the study. The experimental group comprised 45 students, while the control group had 44 students. Quantitative data were collected through pretest and posttest achievement scores, and qualitative data came from focus group interviews. The experimental group experienced a combination of the didactic method and videos, whereas the control group relied solely on the didactic method. Data analysis involved t-tests, simple linear regression and a thematic approach to analysing responses from focus group interviews. Results revealed that the experimental group performed significantly better than the control group in the posttest. Focus group interviews indicated students appreciated the video-enhanced approach, attributing their success to it. The study emphasises the benefits of integrating videos into the didactic method.