Bridging the Gap: Interactive Video Interventions in High School Biology Education for Misconception Rectification in Bhutan

Abstract

Persistent misconceptions pose significant challenges in science education, particularly in biology, hindering students' acquisition of accurate knowledge and scientific literacy. This study investigated the efficacy of interactive educational videos in addressing misconceptions among high school biology students in Bhutan. Using a quasi-experimental design, the study involved 228 students who participated in pre-tests, interventions, post-tests, and post-retention tests. Prevalent misconceptions highlighted the need for effective instructional interventions. Statistical analyses revealed substantial improvement in post-test scores within the experiment group compared to pre-tests and the control group. Moreover, the sustained effectiveness of the intervention was evident, as shown by the minimal discrepancies in scores between post-tests

 and post-retention tests in the Experiment group. This suggests that the interactive educational video lessons have enduring efficacy in addressing misconceptions and consolidating comprehension over an extended period. The findings of this study underscore the importance of evidence-based instructional strategies in fostering accurate understanding and dispelling misconceptions in biology education. The implications of the study extend to curriculum development, teacher training, and educational policy, with the aim of enhancing the quality of biology education and informing effective pedagogical approaches in science education.