Bridging Traditional And Digital: Effects of Technology-Supported Instruction on Grade 9 Students’ Performance in Chemical Bonding

This study examined the effects of traditional and technology-supported instruction on the academic performance of Grade 9 students in Chemical Bonding. Specifically, it sought to: (1) determine the academic performance of students taught using traditional and technology-supported lessons; (2) identify whether a significant difference exists between the two instructional approaches; and (3) assess the effectiveness of technology-supported instruction in improving students’ conceptual understanding. The research employed a quantitative quasi-experimental pretest–posttest control group design in a private secondary school during the 2025–2026 academic year. Two comparable Grade 9 sections (n = 50) were selected through purposive sampling: one received traditional lecture-based instruction, while the other was taught using technology-supported lessons such as simulations, animations, and multimedia. Data were gathered through a validated 30-item achievement test, and the results were analyzed using descriptive statistics, independent samples t-tests, and paired samples t-tests.

academic performance,technology-supported instruction, traditional teaching, Chemical Bonding

1. Asma, H., & Sarnou, D. (2020). Cognitive load theory and its relation to instructional design: perspectives of some Algerian university teachers of English. Arab World English Journal, 11(4), 110–127. https://doi.org/10.24093/awej/vol11no4.8 [Google Scholar] [Crossref]

2. Azman, A., & Johari, M. (2022). Investigating the effectiveness of videos designed using cognitive load theory on biology students’ academic achievement. Jurnal Pendidikan Ipa Indonesia, 11(3), 461–468. https://doi.org/10.15294/jpii.v11i3.37324 [Google Scholar] [Crossref]

3. Baharuddin, B., Hadi, S., Hamid, A., Mutalib, A., & Dalle, J. (2018). Dilemma between applying coherent principle and signaling principles in interactive learning media. The Open Psychology Journal, 11(1), 235–248. https://doi.org/10.2174/1874350101811010235 [Google Scholar] [Crossref]

4. Brame, C. (2016). Effective educational videos: principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6. https://doi.org/10.1187/cbe.16-03-0125 [Google Scholar] [Crossref]

5. Buzzetto-More, N. (2014). Student attitudes towards the integration of YouTube in online, hybrid, and web-assisted courses. MERLOT Journal of Online Learning and Teaching, 10(1), 78–89. [Google Scholar] [Crossref]

6. Chan, A., Kok, E., Razali, M., Lawrie, G., & Wang, J. (2022). Student perceptions and engagement in video-based learning for microbiology education. International Journal of Innovation in Science and Mathematics Education, 30(3). https://doi.org/10.30722/ijisme.30.03.001 [Google Scholar] [Crossref]

7. Chap-as, P. (2019). The role of music in predicting academic achievement: a technological discovery. Britain International of Linguistics Arts and Education (Biolae) Journal, 1(2), 94–100. https://doi.org/10.33258/biolae.v1i2.77 [Google Scholar] [Crossref]

8. Chiu, M.-H., & Wu, H.-K. (2009). The roles of multimedia in the teaching and learning of chemical bonding. https://link.springer.com/chapter/10.1007/978-1-4020-8872-8_12 [Google Scholar] [Crossref]

9. Correia, V., & Kwon, Y. (2025). Development of a digital textbook on plant transpiration using pages for high school students. Institute of Brain-Based Education Korea National University of Education, 15(2), 293–308. https://doi.org/10.31216/bdl.2025.15.2.11 [Google Scholar] [Crossref]

10. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach (4th ed.). Sage Publications. [Google Scholar] [Crossref]

11. Deng, R., & Gao, Y. (2022). A review of eye tracking research on video-based learning. Education and Information Technologies, 28(6), 7671–7702. https://doi.org/10.1007/s10639-022-11486-7 [Google Scholar] [Crossref]

12. Deng, R., & Gao, Y. (2023). Effects of embedded questions in pre-class videos on learner perceptions, video engagement, and learning performance in flipped classrooms. Active Learning in Higher Education, 25(3), 473–487. https://doi.org/10.1177/14697874231167098 [Google Scholar] [Crossref]

13. Fetalvero, E. (2017). Consensus-based education: its effect on college students’ achievement in bioenergetics as moderated by gender and learning styles. Journal of Baltic Science Education, 16(4), 533–548. https://doi.org/10.33225/jbse/17.16.533 [Google Scholar] [Crossref]

14. Fiorella, L., Stull, A., Kuhlmann, S., & Mayer, R. (2019). Instructor presence in video lectures: the role of dynamic drawings, eye contact, and instructor visibility. Journal of Educational Psychology, 111(7), 1162–1171. https://doi.org/10.1037/edu0000325 [Google Scholar] [Crossref]

15. Forde, E., Robinson, L., Ellis, J., & Dare, E. (2023). Investigating the presence of mathematics and the levels of cognitively demanding mathematical tasks in integrated STEM units. Disciplinary and Interdisciplinary Science Education Research, 5(1). https://doi.org/10.1186/s43031-022-00070-1 [Google Scholar] [Crossref]

16. Fyfield, M., Henderson, M., & Phillips, M. (2022). 25 principles for effective instructional video design. Ascilite Publications, 418–423. https://doi.org/10.14742/apubs.2019.299 [Google Scholar] [Crossref]

17. Fyfield, M., Henderson, M., & Phillips, M. (2022). Improving instructional video design: a systematic review. Australasian Journal of Educational Technology, 150-178. https://doi.org/10.14742/ajet.7296 [Google Scholar] [Crossref]

18. Fyfield, M., Henderson, M., & Phillips, M. (2022). Improving instructional video design: a systematic review. Australasian Journal of Educational Technology, 150–178. https://doi.org/10.14742/ajet.7296 [Google Scholar] [Crossref]

19. Gahaton, J. (2018). Let's watch: Video lessons on selected topics in Biology and science achievement of Grade 9 students ((Master's thesis). West Visayas State University. WVSU Institutional Repository. https://repository.wvsu.edu.ph/handle/20.500.14353/657 [Google Scholar] [Crossref]

20. Halid, Q., Quijano, K., & Villanueva, M. (2024). Lights, camera, learning: A comparative study between video visual aids and traditional visual aids on Grade 11 STEM students' academic performance in Earth Science. ResearchGate. https://www.researchgate.net/publication/385663838 [Google Scholar] [Crossref]

21. Hanham, J., Castro-Alonso, J., & Chen, O. (2023). Integrating cognitive load theory with other theories, within and beyond educational psychology. British Journal of Educational Psychology, 93(S2), 239–250. https://doi.org/10.1111/bjep.12612 [Google Scholar] [Crossref]

22. İbilİ, E., & Billinghurst, M. (2019). Assessing the relationship between cognitive load and the usability of a mobile augmented reality tutorial system: a study of gender effects. International Journal of Assessment Tools in Education, 6(3), 378–395. https://doi.org/10.21449/ijate.594749 [Google Scholar] [Crossref]

23. Insorio, A., & Olivarez, J. (2021). Utilizing Facebook and Messenger groups as platforms for delivering mathematics interventions in modular distance learning. International Journal of Professional Development Learners and Learning, 3(1), ep2109. https://doi.org/10.30935/ijpdll/11290 [Google Scholar] [Crossref]

24. Kay, R. H. (2014). Developing a framework for creating effective instructional video podcasts. International Review of Research in Open and Distributed Learning, 15(6), 641–659. https://doi.org/10.19173/irrodl.v15i6.1904Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. [Google Scholar] [Crossref]

25. Lai, A., Chen, C., & Lee, G. (2018). An augmented reality-based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory. British Journal of Educational Technology, 50(1), 232–247. https://doi.org/10.1111/bjet.12716 [Google Scholar] [Crossref]

26. Lapesigue, J. (2024). Digital literacy and technical competence: assessing the competence and performance of senior high school physical education teachers in online distance learning. IJODeL, 10(1). https://doi.org/10.58887/ijodel.v10i1.273 [Google Scholar] [Crossref]

27. Liang, Z., Ga, R., Bai, H., Zhao, Q., Wang, G., Lai, Q., … & Zhou, Z. (2024). Teaching expectancy improves video‐based learning: evidence from eye‐movement synchronization. British Journal of Educational Technology, 56(1), 231-249. https://doi.org/10.1111/bjet.13496 [Google Scholar] [Crossref]

28. Liu, J., Yin, Y., Kor, P., Cheung, D., Zhao, I., Wang, S., … & Leung, A. (2023). The effects of immersive virtual reality applications on enhancing the learning outcomes of undergraduate health care students: systematic review with meta-synthesis. Journal of Medical Internet Research, 25, e39989. https://doi.org/10.2196/39989 [Google Scholar] [Crossref]

29. Makransky, G., Mayer, R., Veitch, N., Hood, M., Christensen, K., & Gadegaard, H. (2019). Equivalence of using a desktop virtual reality science simulation at home and in class. Plos One, 14(4), e0214944. https://doi.org/10.1371/journal.pone.0214944 [Google Scholar] [Crossref]

30. Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197 [Google Scholar] [Crossref]

31. Mayer, R., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: when presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187–198. https://doi.org/10.1037/0022-0663.93.1.187 [Google Scholar] [Crossref]

32. Nihuka, K., & Matemu, F. (2024). Effectiveness of offline video-based biology instructional materials on students’ performance in secondary schools. Huria Journal of the Open University of Tanzania, 29(2). https://doi.org/10.61538/huria.v29i2.1381 [Google Scholar] [Crossref]

33. Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., Cruz, B., … & Lonsdale, C. (2021). Video improves learning in higher education: a systematic review. Review of Educational Research, 91(2), 204–236. https://doi.org/10.3102/0034654321990713 [Google Scholar] [Crossref]

34. Omiles, M., Dumlao, J., Rubio, Q., & Ramirez, E. (2020). Development of the 21st century skills through educational video clips. International Journal on Studies in Education, 11, 11–20. https://doi.org/10.46328/ijonse.5 [Google Scholar] [Crossref]

35. Pumbaya, J., & Pumbaya, R. (2019). The effects of video clips enrichment to the academic performance of Grade 8 learners in Earth and SpaceScience. International Journal of Science and Management Studies, 2(6), 103–108. https://www.ijsmsjournal.org/ijsms-v2i6p103.html [Google Scholar] [Crossref]

36. Rodemer, M., Lindner, M., Eckhard, J., Graulich, N., & Bernholt, S. (2022). Dynamic signals in instructional videos support students to navigate through complex representations: an eye-tracking study. Applied Cognitive Psychology, 36(4), 852–863. https://doi.org/10.1002/acp.3973 [Google Scholar] [Crossref]

37. Şeşen, B. A., &Tarhan, L. (2010). Promoting active learning in high school chemistry: learning achievement and attitude. https://www.researchgate.net/publication/248606856_Promoting_active_learning_in_high_school_chemistry_Learning_achievement_and_attitude [Google Scholar] [Crossref]

38. Simon, N. (2015). Iconic representation in virtual physics labs. American Journal of Educational Research, 3(10A), 1–6. https://doi.org/10.12691/education-3-10a-1 [Google Scholar] [Crossref]

39. Srisawasdi, N., &Panjaburee, P. (2015). Exploring effectiveness of simulation-based inquiry learning in science with integration of formative assessment. Journal of Computers in Education, 2(3), 323–352. https://doi.org/10.1007/s40692-015-0037-y [Google Scholar] [Crossref]

40. Srisawasdi, N., &Panjaburee, P. (2015). Exploring effectiveness of simulation-based inquiry learning in science with integration of formative assessment. Journal of Computers in Education, 2(3), 323–352. https://doi.org/10.1007/s40692-015-0037-y [Google Scholar] [Crossref]

41. Suhadi, A., Nihlah, K., Miarsyah, M., & Ristanto. (2021). Song and video animation on virus: multimedia to increase students' learning achievement. Jurnal Pelita Pendidikan, 9(4). https://doi.org/10.24114/jpp.v9i4.30977 [Google Scholar] [Crossref]

42. Suraj, J., Yusuf, M., Bukar, G., Tijjani, M., & Ibrahim, A. (2021). The impact of instructional aids on academic achievement of biology students in higher institutions of learning in Potiskum local government area, Yobe State. GSC Advanced Research and Reviews, 9(1), 172–178. https://doi.org/10.30574/gscarr.2021.9.1.0244 [Google Scholar] [Crossref]

43. Thohir, M., Renata, M., & Utama, C. (2024). Development of interactive video on material changes to improve learning outcomes of elementary school students. Didaktika Jurnal Pendidikan Sekolah Dasar, 7(1), 59–67. https://doi.org/10.21831/didaktika.v7i1.70129 [Google Scholar] [Crossref]

44. Thwin, E. (2023). Designing effective and powerful educational videos by applying Mayer’s principles of multimedia learning. South-East Asian Journal of Medical Education, 17(2), 30–32. https://doi.org/10.4038/seajme.v17i2.548 [Google Scholar] [Crossref]

45. Valley, J., & Joseph, S. (2024). Cognitive insights: exploring the influence of segmented documentary videos on students’ brain activity during encoding and retrieval of information. Creative Education, 15(07), 1473–1492. https://doi.org/10.4236/ce.2024.157089 [Google Scholar] [Crossref]

46. Wee, L., & Leong, K. (2015). Video analysis and modeling performance task: Physics education in Singapore. arXiv. https://arxiv.org/abs/1502.06340 [Google Scholar] [Crossref]

47. Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15–27. https://doi.org/10.1016/j.im.2005.01.004 [Google Scholar] [Crossref]

48. Zhang, J., Bourguet, M., & Venture, G. (2018). The effects of video instructor's body language on students' distribution of visual attention: an eye-tracking study.. https://doi.org/10.14236/ewic/hci2018.101 [Google Scholar] [Crossref]

49. Zheng, H., Branch, R., Ding, L., Kim, D., Jung, E., Lu, Z., … & Yoon, M. (2022). The combination of segmentation and self-explanation to enhance video-based learning. Active Learning in Higher Education, 25(2), 285–302. https://doi.org/10.1177/14697874221126920 [Google Scholar] [Crossref]

• Green Synthesis of Calcium Oxide Nanoparticles from Pigeon Eggshells for Cement Composites
• Needs Analysis: Development of an Interactive Digital Storybook in Teaching Mixtures and their Characteristics among Grade 6 Learners
• Thickness Dependent Structural, Optical, Electrical and Gas Sensing properties of ZnO thin film
• Forensic Chemistry Laboratory Works from Home: Challenges Encountered by Criminology Students During the Conduct of their Laboratory Activities at Home
• The Concept of Wellness Club and How it Differs from the Present Gym?