This study investigated the effects of video programmes utilization on standard two pupils science achievement in Dagoretti district, Nairobi county. The objectives of this study were: To examine the effect of level of integration of video programmes into lessons by the teachers on class two pupils achievement in science, To determine the relationship between the time allocated for using video programmes and class two pupils achievements in science and to find out whether there was significant difference in science achievement of pupils who were taught using traditional method of teaching with integration of video programmes and those who were taught using traditional method of teaching without the integration of video programmes in science lessons. The study was informed by the cognitive theory of multimedia learning by Mayer (1997) and constructivist theory of Bruner (1970).Descriptive survey design was employed. The sample size comprised of six schools, six class two teachers and thirty, class two pupils. Both purposive and simple random sampling technique was used to identify the respondents. Questionnaires and validated research –made achievement test was used for data collection. Statistical tools used to treat the data were; mean, and standard deviation. The data was presented in form of tables, charts and graphs. The study established that class two pupils who were taught using an integration of video programmes had higher scores in science as compared to those who were taught using traditional methods only. In addition it was found that the level of video integration, time allocated for video programmes and frequency of using video programmes affected learners‟ achievement in science to a great extent. It was therefore concluded that utilization of video programmes in science lessons could enhance the academic achievement of lower primary school pupils. It was recommended that there is need for the utilization of video programmes in teaching science in primary school as it could enhance pupils‟ achievement. The study also recommended that there is need to train teachers to ensure appropriate skills are being employed on video programme utilization

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