Development and Validation of Video Lessons in Science for Grade 10 Learners
DOI:
https://doi.org/10.55687/ste.v3i3.98Keywords:
Development Science Education Validation Video LessonsAbstract
The study aimed to develop and validate video lessons in Science for Grade 10 learners. The research used the Research and Development (R & D) design. Purposive sampling was used to determine the video lessons' validators, including the eighth Grade-10 Science teachers from the different public high schools in San Mariano II District. Data collection techniques comprised an eight-factor evaluation tool for radio/ETV scripts and a 5-point Likert Scale questionnaire validation tool adopted from Robles (2016). Statistical tools, such as Mean and Standard Deviation, were utilized for the data analysis. The findings showed that the developed video lessons were acceptable and applicable to a great extent regarding suitability, relevance, usability, and appropriateness. Therefore, the developed video lessons were well-received, relevant, aligned with the learning competencies, and ensured accessibility and flexibility, crucial for modern education. Further, the study recommends experimentation to test their effectiveness.
References
Acedo, E., & Robles, A. C. M. O. (2019). Development and validation of educational video tutorials for 21st-century secondary learners. Asian Journal of Multidisciplinary Studies, 2(2), 42-49.
Albano, E. (2019). DepEd urged to stop sending non-readers to high school. Philippine Institute for Development Studies. Accessed from https://pids.gov.ph/pids-in-the-news/2886 on July 1, 2019.
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148.
Amarulloh, A., & Dzakiria, H. (2021). Development and validation of chemistry learning videos as learning media in the era of the COVID-19 pandemic. Journal of Sustainability Science and Technology, 1(2), 80-88.
Ambag, R. (2018). Teaching Science in the Philippines: Why (and how) we can improve. Retrieved September 13, 2019.
Barlongo, C. J. (2015). Reforms in the Philippine education system: The K to 12 Program. Business Mirror, 26.
Barut Tugtekin, E., & Dursun, O. O. (2022). Effect of animated and interactive video variations on learners' motivation in distance education. Education and Information Technologies, 27*(3), 3247-3276.
Blomberg, G., Sherin, M. G., Renkl, A., Glogger, I., & Seidel, T. (2014). Understanding video as a tool for teacher education: Investigating instructional strategies to promote reflection. Instructional Science, 42, 443-463.
Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6.
Bullo, M. (2021). Integration of video lessons to Grade-9 science learners amidst the COVID-19 pandemic. International Journal of Research Studies in Education, 10(9).
Cabansag, M. G. S. (2014). Impact statements on the K-12 science program in the enhanced basic education curriculum in provincial schools. Researchers World, 5(2), 29.
Cabrera, C. M. B., & Pentang, J. T. (2023). Development of an Offline computer-based assessment tool in Statistics and Probability utilizing MS PowerPoint and MS Excel. International Journal of Science, Technology, Engineering and Mathematics, 3(4), 73-100. https://doi.org/10.53378/353034
Corpuz, B. (2014). The K to 12 Curriculum. Manila: Rex Bookstore.
Cruse, E. (2017). Using educational video in the classroom: Theory, research and practice. Available from https://www.mediaand-learning.eu/resource/using-educational-video-in-the-classroom-theory-research-and-practiceCuban, L. (2012). Informal reasoning and instruction: A commentary. In Informal reasoning and education (pp. 491-502). Routledge. Retrieved from https://larrycuban.wordpress.com/2012/02/23/some-thoughts-on-science-education-reforms-in-the-past-century/
Cuban, L. (2013). Inside the black box of classroom practice: Change without reform in American education. Harvard Education Press.
Department of Education (DepEd). (2016). Science K to 12 curriculum guide. https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf
Department of Education (DepEd). (2019). PISA 2018: National report of the Philippines. https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-2018-Philippine-National-Report.pdf
DO 35, s. 2016 – The learning action cell as a K to 12 basic education program school-based continuing professional development strategy for improving teaching and learning. (2016). Retrieved from https://www.deped.gov.ph/2016/06/07/do-35-s-2016-the-learning-action-cell-as-a-k-to-12-basic-education-program-school-based-continuing-professional-development-strategy-for-the-improvement-of-teaching-and-learning/
Fuente, J. A. D. (2019). Driving forces of students’ choice in specializing science: A science education context in the Philippines perspective. The Normal Lights, 13(2).
Garcia, M. B., & Yousef, A. M. F. (2023). Cognitive and affective effects of teachers’ annotations and talking heads on asynchronous video lectures in a web development course. Research and Practice in Technology Enhanced Learning, 18, 020-020.
Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67.
Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the First ACM conference on Learning@scale conference (pp. 41-50). ACM.
Härtig, H., et al. (2020). Contextualization in the assessment of students’ learning about science. In International perspectives on the contextualization of science education (pp. 131-132). https://doi.org/10.1007/978-3-030-27982-0
Higgins, J., Moeed, A., & Eden, R. (2018). Video as a mediating artefact of science learning: Cogenerated views of what helps students learn from watching video. Asia-Pacific Science Education, 4(1), 1-19.
Hodges, C. B., & Fowler, D. J. (2020). The COVID-19 crisis and faculty members in higher education: from emergency remote teaching to better teaching through reflection. International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 118-122.
Hrastinski, S. (2021). What do we mean by blended learning? TechTrends, 65(5), 564-569.
Hsiao, C. S., et al. (2018). Science and mathematics literacy: PISA for better school education. International Journal of Science and Mathematics Education, 16(1), 1-5. https://link.springer.com/article/10.1007/s10763-018-9911-1
Huang, C. Y., & Chen, G. H. (2023). Analyzing student engagement with educational videos: A temporal perspective. Educational Technology & Society, 26(1), 20-34.
Ibrahim, M., & Nat, M. (2019). The effectiveness of integrating critical thinking in multimedia-based learning environments. Journal of Educational Technology & Society, 22(4), 63-73.
Jessani, S. I. (2015). Science education: Issues, approaches, and challenges. Journal of Education and Educational Development, 2(1), 79-87. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=dcf6c18d23879ef3240becc7850391192b492113
K to 12 Curriculum Guide - Department of Education. (2016). Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf
Karışan, D., Yılmaz Tüzün, Ö., & Zeidler, D. L. (2017). Quality of preservice teachers' argumentation in socioscientific issues context. Journal of Human Sciences, 14(4), 3504-3520. https://doi.org/10.14687/jhs.v14i4.4949
Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820-831.
Lai, Y. C., & Hwang, G. J. (2022). Effects of digital game-based learning integrated with personalized video guidance on students' scientific problem-solving performance. Computers & Education, 182, 104467
Laswadi, L., Setiawan, M. E., Efyanti, Y., Pentang, J. T., & Taresh, S. M. (2023). Distance learning design: A problem-based learning with flipped classroom model through improving student learning outcomes and learning motivation. Jurnal Inovasi Pendidikan IPA, 9(2), 216-226.
Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research and Development, 68(3), 837-852.
Mhamdi, C. (2017). What can video add to the learning experience? Challenges and opportunities. International Journal of Information Technology and Language Studies, 1(1), 17-24.
Morris, C., & Lambe, J. (2020). The impact of using video learning tools on student learning and engagement in higher education. Journal of Interactive Media in Education, 2020(1), 6.
Mullis, I. V., & Martin, M. O. (2017). TIMSS 2019 assessment frameworks. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
NATIONAL ACHIEVEMENT TEST RESULT. (2018). https://region2.deped.gov.ph/wp-content/uploads/2019/05/2018-NATIONAL-ACHIEVEMENT-TEST-NAT-6-10-12-RESULTS-AND-ANALYSIS-.pdf
Nidar, E., & Lumanlan, A. (2021). Development and validation of contextualized learning module in Science 7. Available at SSRN 4148448.
Pérez-Torregrosa, A. B., Díaz-Martín, C., & Ibáñez-Cubillas, P. (2017). The use of video annotation tools in teacher training. Procedia - Social and Behavioral Sciences, 237, 458-464.
Pi, Z., Zhang, Y., Zhu, F., Xu, K., Yang, J., & Hu, W. (2019). Instructors’ pointing gestures improve learning regardless of their use of directed gaze in video lectures. Computers & Education, 128, 345-352.
Prestoza, M. J. (2024). Assessing remote learning’s feasibility: A comprehensive analysis of Philippine public-school teachers’ use of learning management systems and blended learning approaches. Journal of Research, Policy & Practice of Teachers and Teacher Education, 14(1), 21–27. https://doi.org/10.37134/jrpptte.vol14.1.3.2024
Prestoza, M. J. R., & Banatao, J. C. M. (2024). Exploring the Efficacy of AI Passion-Driven Pedagogy in Enhancing Student Engagement and Learning Outcomes: A Case Study in Philippines. Asian Journal of Assessment in Teaching and Learning, 14(1), 45–54. https://doi.org/10.37134/ajatel.vol14.1.5.2024
Rasi, P., Vuojärvi, H., & Rivinen, S. (2021). Promoting digital literacy and inclusion: The role of video-based learning in enhancing engagement. Technology, Pedagogy, and Education, 30(1), 85-99.
Rosenthal, J. S., & Rosenbaum, S. (2022). Assessing the impact of online video tutorials on student performance and engagement. Journal of Educational Computing Research, 60(2), 331-351.
Said, A., & Syarif, E. (2016). Developing an online tutorial program design using problem-based learning in an open distance learning system. Journal of Education and Practice, 7(18), 222-229.
Shin, J., & Hickey, D. T. (2021). Understanding learning interactions in MOOCs: A systematic literature review. Distance Education, 42(1), 30-48.
Smutny, P., & Schreiberova, P. (2020). Video-based learning in education: The benefits and challenges of using video lessons. Education and Information Technologies, 25(2), 527-542.
Tugirinshuti, G. J., Mugabo, L. R., & Banuza, A. (2022). Teacher pedagogical beliefs and resistance to the effective implementation of video-based multimedia in the physics classroom. International Journal of Learning, Teaching and Educational Research, 21(5).
van der Keylen, P., Wollgarten-Hadamek, I., & Döpfner, C. (2022). The influence of instructional video design on learning in online health courses. BMC Medical Education, 22(1), 1-12.
Weston, C., & Barker, R. (2022). Video-based learning in higher education: Improving learning outcomes through engagement. Higher Education Research & Development, 41(2), 398-413.
Wijnker, W., Bakker, A., van Gog, T., & Drijvers, P. (2019). Educational videos from a film theory perspective: Relating teacher aims to video characteristics. British Journal of Educational Technology, 50(6), 3175-3197.
Zakaria, W., Turmudi, T., & Pentang, J. (2022). Information and communication technology in elementary schools: A comparison between hybrid and face-to-face learning systems. Profesi Pendidikan Dasar, 9(1), 46-54.
Zheng, Y., & Zhang, Y. (2023). Evaluating the effects of interactive videos on learners’ engagement and academic achievement in online courses. Journal of Computer Assisted Learning, 39(3), 688-705
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Studies in Technology and Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
