A Meta-Analysis of the Effectiveness of Video-Based Instruction on Students’ Academic Performance in Science and Mathematics

Abstract

Video-based instruction has been a necessary part of teaching and learning in 21st-century education. However, as video-based instruction continues to evolve, evaluating its effectiveness in improving students’ performance in various disciplines is deemed necessary. This study analyzed empirical research on the effectiveness of video-based instruction in improving students' performance in Science and Mathematics. The study filtered 4,874 research articles gathered using various meta-search engines. Using the inclusion and exclusion criteria set, only 14 research articles conducted from 2019 to 2023 qualified for this meta-analysis with a classic fail-safe N analysis value of 2627, p<0.001, obtaining non-susceptible to publication bias. The Jamovi software version 2.4 was used in determining the effect size (Hedge’s g), the forest plot, and the funnel plot analysis of the gathered data. The collected studies showed that video-based instructions were utilized in the primary (n=355), secondary (n=611), and tertiary (n=72) level education in various topics of Science and Mathematics subjects. The analysis of the k=14 empirical studies obtained from 2019 to 2023 denotes a large-positive effect of video-based instruction in Science (k=7), g = 2.28, and Mathematics (k=7), g=1.79, subjects with an average effect size of g=2.03 (95% CI: 1.2991 to 2.7657).