This study explores the effect of video-based instruction on the safety rules in the chemistry laboratory on student achievement. The sample for the study comprised 61 ninth grade students enrolled in two different classes at a public high school. The students in the class designated as the experimental group (N = 32) were given video-based instruction on the safety rules required to be applied in the chemistry laboratory, while the other class that was designated as the control group (N = 29) was taught the same topic, but with traditional instruction. The experimental and control groups were randomly selected, and the same teacher instructed both groups. The students in both groups were administered an academic achievement test on safety rules made up of six open-ended questions as a pretest and as a posttest. The collection of the data took 3 weeks. The pretest was administered in the first week, the posttest in the third week. The data were subjected to content analysis, which was performed as qualitative analysis. It was found as a result of the analysis that the students exposed to video-based instruction showed greater improvement in their academic achievement compared to the students given traditional instruction. The results of the study provide helpful information for chemistry teachers and researchers in the field of chemistry education.

中文翻译：

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基于视频的化学实验室安全规则教学：对学生成绩的影响

这项研究探索了基于视频的教学对化学实验室安全规则对学生成绩的影响。该研究的样本包括61名九年级学生，他们在一所公立高中就读于两个不同的班级。在指定为实验组的班级（N = 32）中，向学生提供了有关在化学实验室中必须遵守的安全规则的基于视频的指导，而另一班被指定为对照组的学生（N= 29）被教相同的主题，但采用传统教学。实验组和对照组是随机选择的，并且由同一位老师指导两组。两组学生都接受了关于安全规则的学术成就测试，该测试由六个开放式问题组成，作为前测和后测。数据收集花费了3个星期。前测试在第一周进行，后测试在第三周进行。对数据进行内容分析，作为定性分析。分析的结果表明，与接受传统教学的学生相比，接受视频教学的学生在学业上有更大的进步。