The purpose of this quantitative study was to examine the impact of story-based instructional videos on achievement in the middle school classroom. This research compared the responses of seventh grade students regarding their attitude and engagement on surveys before and after viewing the videos. There were 94 students in the study. Surveys were completed with middle school students and their teacher who was not the researcher. The teacher returned the surveys to the researcher. Pretests and posttests were also given to determine if there was an impact on student achievement as a result of watching the videos.;Data from Pearson Bivariate whole group correlation analyses, whole group linear regression analyses (ANOVA), and whole group coefficient relationships were used to make comparisons among the variables of attitude, engagement, and pre-tests and post-tests. T-tests were used to compare video and non-video viewing groups. This data indicated that watching the story-based instructional videos did not significantly impact student engagement and student attitude. There was also not a significant impact on student achievement when examining the difference between pretest and posttest results after watching the story-based videos. However, there was a significant correlation between those students who had high achievement and those who had high engagement.
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