Vol. 8 No. 06 (2026): Volume 08 Issue 06

The persistent decline in students’ achievement in Biology in Nigerian secondary schools has generated concerns among educators, policymakers, and researchers. Traditional teacher-centered instructional approaches have been criticized for their inability to stimulate active learning, conceptual understanding, and long-term retention of scientific knowledge. Consequently, contemporary instructional strategies such as individualized learning and cooperative learning integrated with video-based instructional technologies have attracted considerable scholarly attention. This study examines the comparative effects of individualized and cooperative video-based instructional strategies on secondary school students’ achievement in Biology in Makurdi Metropolis, Benue State, Nigeria. The study is situated within constructivist and social learning frameworks, emphasizing learner engagement, interaction, and multimedia-supported knowledge construction. A quasi-experimental research design involving pre-test and post-test measures is proposed to evaluate differences in achievement among students exposed to individualized video-based instruction, cooperative video-based instruction, and conventional teaching methods. Literature indicates that video-based instruction enhances visualization of biological processes, facilitates conceptual understanding, and improves retention of scientific concepts. Similarly, cooperative learning promotes peer interaction, collaborative problem-solving, and shared responsibility for learning, while individualized learning accommodates learner differences and self-paced instruction. Findings from the review suggest that both instructional strategies significantly improve students’ achievement in Biology compared to conventional methods, although cooperative video-based instruction tends to yield higher achievement gains due to enhanced interaction and collective cognitive engagement. The study concludes that integrating video technology with learner-centered pedagogies can substantially improve Biology education outcomes in Nigerian secondary schools. Recommendations are offered for teachers, curriculum planners, educational administrators, and policymakers regarding effective implementation of video-based instructional strategies.