This study was designed to determine the comparative effects of individualized and cooperative video – based instructional strategies on secondary school students’ achievement in Biology in Makurdi Metropolis, Benue State, Nigeria. Three research questions were asked and three hypotheses were formulated and tested. The study adopted a quasi – experimental design of non –randomized pretest posttest control group type. The population of the study is one thousand and seven (1,907) while the sample of eighty four (84) SS1students was drawn from two secondary schools using multistage sampling technique. In each of the schools intact classes were randomly assigned to individualized video – based instructional strategy and cooperative video – based instructional strategy. The research instrument, Biology Achievement Test (BAT) was developed, validated by five experts, trial-tested and used for the study. The reliability of BAT was calculated using Kuder-Richardson formula 21 (K-R21) and was found to be 0.68. Mean and standard deviation were used to answer the research questions, while Analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings reveal that individualized and cooperative video – based instructional strategies are effective in improving students’ achievement in ecology. However, cooperative video – based instructional strategy is more effective than individualized video – based instructional strategy. There is also statistically significant difference between the mean scores of male and female students when taught ecological concepts using individualized and cooperative video – based instructional strategies in favour of cooperative video-based instructional strategy. It was therefore recommended that Biology teachers in secondary schools should adopt cooperative video –based instructional strategy for teaching Biology.

Cooperative, Individualized, Video Based, Instructional Strategies, Achievement.

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