This study was carried out in order to investigate the impact of implementing video-based predict-observe-explain (POE) on students' scientific literacy, particularly in chemistry's concept of salts. The hypothesis of this study was that students' scientific literacy would improve after implementing video-based POE within teaching, in the context of preparation of salts. In addition, it was hypothesized that students who had a positive attitude towards learning with the aid of videos would perform better than students who had a neutral or negative attitude. Thus, the two research questions were: (1) Does video-based POE improve year 9 students' scientific literacy on salts? (2) How do students' views of video-based POE affect their learning? The students in this study underwent two intervention cycles. The research design employed was mixed methods action research, with qualitative data collected via students' semi-structured interviews and intervention worksheets, which were thematically analysed, and quantitative data from their pre- and posttests scores analysed using Wilcoxon ranks and Mann Whitney U test in SPSS. The results indicated students' scientific literacy on salts had improved post-intervention, and their metacognition enhanced irrespective of their views. Students' misconceptions of salts were also identified, thus implicating video-based POE as an effective constructivist learning approach that enhances metacognition and hence, scientific literacy.