This study investigated the effect of a video-based multimedia instructional package on the performance of male and female students in solving linear equations in four basic schools in the Ga West Municipality, Ghana. With 301 form two students, a quasi-experimental pre-test-post-test control group design was used which was guided by the constructivist learning theory. The experiment group received VBMI lessons while the control group was instructed using the conventional methods. Students’ performance was evaluated using a test created by the researchers, and data were analysed with descriptive statistics, t-tests and ANCOVA at a .05 significant level. Results from the study shows that the experimental group did significantly better than the control group with large effect sizes, indicating an improved understanding of linear equations. Both male and female students benefited equally from the intervention and gender did not significantly moderate outcomes. Findings from the study suggests that VBMI promotes inclusive learning, increase students interests and accessible learning, helping students visualize abstract concepts while supporting constructivist learning. The study recommends providing teachers the needed training to integrate multimedia instructions, fostering gender inclusive and carrying out longitudinal research.

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