Home⇛Universal Journal of Educational Research⇛vol. 2 no. 2 (2023)

CONTEXTUAL EFFECTS OF VIDEO TUTORIALS ON THE ACADEMIC PERFORMANCE OF STEM STUDENTS IN GENERAL CHEMISTRY

Sherry V. Mecida | Krisna Rika O Barron | Henry E. Lemana II | Andre Eldridge O Oberez | Alraiza K Sampulna | Sheryn Mae M Huesca | Sabrie K Bailan | Mike Jones E Sajorga | Tristan Kyle O Sarceda | Queenie Rose T Teniero | Orczy Louis Edniel W Baculi

 

Abstract:

As schools publicly modernize in response to societal changes, additional teaching and learning methods are developed, observed, and used since learners have different learning styles that make it easier for them to grasp and retain the material. During the COVID-19 pandemic, teachers require different media to keep the classroom involved while presenting the lesson materials online, one of which is video tutorials. The purpose of this study was to analyze the extent of contextual effects of video tutorials used in general chemistry, determine the relationship between video tutorial effectiveness and the respondents' academic performance, and analyze the significant difference between the four indicators of contextual effects of video tutorials and the respondents' profile. A descriptive-correlational quantitative research design was used in this study. The participants in this study were 144 Grade 12 STEM students from a private school in Sultan Kudarat, Philippines, who took their general chemistry course during the pandemic. The respondents were given a survey questionnaire created with Google Forms. The students agreed with all the assertions and rated them as effective in terms of their perceptions of general chemistry, implying that video tutorials are useful in teaching the subject. With p-values of .023, .046, and .010, respectively, the findings revealed a significant relationship between the overall mean of students' perceptions of the subject of General Chemistry, the concept and application of chemical knowledge and understanding, and their influence on students' academic performance. In terms of their perception, ideas, and application of chemical knowledge and comprehension, the results demonstrated that there is no statistically significant difference between the general mean of male and female students' responses. This basically means that by using video lectures, STEM students of all genders appreciate and understand General Chemistry as a subject.



References:

  1. Akdeniz, H., & Bangir Alpan, G. (2020). Analysis of gifted and talented students' creative problem-solving styles. Talent, 10(1), 79–94.
  2. Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28–38.
  3. Amunga, J.K., Musasia, M.A., & Musera, G. (2011). Disparities in the Physics Achievement and Enrolment in Secondary Schools in Western Province: Implications for Strategy and Renewal. Problems of Education in the 21st Century, 31(31), 18-32.
  4. Arcebuche, J. V. M. & Bernardino, M. N. R. (2022). “Participation” In Online Discussion Forum in Distance Education: An Autoethnographic Inquiry. Universal Journal of Educational Research, 2(1), 25-37. www.ujer.org/vol2no1/article124
  5. Baba, P. A. (2014). Technology in the Classroom: a Tool or a Drag. Journal of Education and Practice, 5(27), 75-78. https://core.ac.uk/download/pdf/234636305.pdf
  6. Babincakova, M., & Bernard, P. (2020). Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions. Journal of Chemical Education, 97(9), 3295-3300. https://doi.org/10.1021/acs.jchemed.0c00748
  7. Beheshti, M., Taspolat, A., Kaya, S.O., & Sapanca, F.H. (2018). Characteristics of instructional videos. World Journal on Educational Technology: Current Issues, 10(1), 61-69.
  8. Brandt, L., Liu, S., Heim, C., Heinz, A. (2022). The effects of social isolation stress and discrimination on mental health. Translational Psychiatry, 12(398), 1-11. https://doi.org/10.1038/s41398-022-02178-4
  9. Dayagbil, F.T., Palompon, D.R., Garcia, L.L., & Olvido, M.M.J. (2021) Teaching and Learning Continuity Amid and Beyond the Pandemic. Frontiers in Education, 6, 678692, 1-12. https://doi.org/10.3389/feduc.2021.678692
  10. Dela Cruz, A., & Dela Cruz. M. (2022). The Influence of Mathematical Test Anxiety and Self-Efficacy on Students’ Performance. Universal Journal of Educational Research. 1(2), 12-26.  DOI: https://doi.org/10.5281/zenodo.6833527
  11. De Quadros, A. L., Carvalho Da-Silva, D., Silva, F. C., Pereira de Andrade, F., Aleme, H. G., Tristão, J. C., Oliviera, S. H., Santos, L. J., & DeFreitas-Silva, G. (2011). The knowledge of chemistry in secondary education: difficulties from the teachers’ viewpoint. Educación química, 22(3), 232-239.
  12. Díez-Pascual, A. M., & Jurado-Sánchez, B. (2022). Remote Teaching of Chemistry Laboratory Courses during COVID-19. Journal of chemical education, 99(5), 1913–1922. https://doi.org/10.1021/acs.jchemed.2c00022
  13. Dolan, D.S.L., Prodanov, V., & Taufik, T. (2011). Student Perception of Lecture Video Use as a Means to Increase Time for in Class Problem Solving Applications. California Polytechnic State University. https://www.researchgate.net/publication/304160671_Student_Perception_of_Lecture_Video_Use_as_a_Means_to_Increase_Time_for_in_Class_Problem_Solving_Applications
  14. Escandor, I. (2022). The Effectiveness of Video-based Lessons as Instructional Materials in Light of the Covid-19 Pandemic. Munich, GRIN Verlag. Retrieved from https://www.grin.com/document/1248070
  15. Fadzil, H.M., & Saat, R.M. (2013). Phenomenographic study of students’ manipulative skills during transition from primary to secondary school. Sains Humanika, 63(2), 71-75. https://doi.org/10.11113/jt.v63.2013
  16. Gupta, A., Koul, R., & Sharma, M. (2015). Assessing the science laboratory learning environments at the senior secondary level in an Indian school. Educational Quest: An International Journal of Education and Applied Social Sciences, 6(1), 1-9.
  17. Hadgu, R.M., Huynh, S.H., & Gopalan, C. (2016). The Use of Pre-recorded Lectures on Student Performance in Physiology. Journal of Curriculum and Teaching, 5(1). 105-112. http://dx.doi.org/10.5430/jct.v5n1p105
  18. Harris, J., Al-Bataineh, M., & Al-Bataineh, A. (2016) One to One Technology and its Effect on Student Academic Achievement and Motivation. Contemporary Educational Technology, 7(4), 368-381. https://files.eric.ed.gov/fulltext/EJ1117604.pdf
  19. Henderson, D., Fisher, D., & Fraser, B. (2000). Interpersonal behavior, laboratory learning environments, and student outcomes in senior biology classes. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(1), 26-43.
  20. Johnson, N., Veletsianos, G., & Seaman, J. (2020). US faculty and administrators’ experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning, 24(2), 6–21.
  21. Lange, C., & Costley, J. (2020). Improving online video lectures: learning challenges created by media. International Journal of Educational Technology in Higher Education, 17(16). https://doi.org/10.1186/s41239-020-00190-6
  22. Mahdi, J. G. (2014). Student attitudes towards chemistry: An examination of choices and preferences. American Journal of Educational Research, 2(6), 351-356. https://doi.org/10.12691/education-2-6-3
  23. Mayer, R. E. (2014). Multimedia instruction. In Handbook of research on educational communications and technology, (pp. 385–399). Springer.
  24. Nyutu, E. N., Cobern, W. W., & Pleasants, B. A-S. (2021). Correlational study of student perceptions of their undergraduate laboratory environment with respect to gender and major. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 9(1), 83-102. https://doi.org/10.46328/ijemst.1182
  25. Obrentz, S. B. (2012). Predictors of Science Success: The Impact of Motivation and Learning Strategies on College Chemistry Performance. Dissertation, Georgia State University. https://doi.org/10.57709/2227906
  26. Prabha, S. (2016). Laboratory Experiences for Prospective Science Teachers: A Meta-analytic Review of Issues and Concerns. European Scientific Journal, 12(34), 235-250. http://dx.doi.org/10.19044/esj.2016.v12n34p235
  27. Rahayu, S., Rahmadani, E., Syafitri, E., Prasetyoningsih, L., Ubaidillah, M. F., Tavakoli, M. (2022). Teaching with Technology during COVID-19 Pandemic: An Interview Study with Teachers in Indonesia. Education Research International, Vol. 2022(1), 1-9. https://doi.org/10.1155/2022/7853310
  28. Rauf, N., & Fauziah, U. (2021). The Use of Mathematics Learning Video During the Pandemic Covid-19 at SMA Datuk Ribandang Makassar. Advances in Social Science, Education and Humanities Research, 611(1), 363-367.
  29. Shana, Z., & Abulibdeh, E. (2019). Science practical work and its impact on students’ science achievement. Journal of Technology and Science Education, 10(2), 199-215. https://doi.org/10.3926/jotse.888
  30. Stambough, J.B., Curtin, B.M., Gililland, J.M., et al. (2020). The past, present, and future of orthopedic education: lessons learned from the COVID-19 pandemic. The Journal of Arthroplasty, 35(7), 60–64.
  31. Yecla, J. L., Reyes, C. T., Legaspi, C. O., & Relingo, A. M. (2022). Citizens' Assessment on Programs for Education of the Local Government Unit of Banga, Aklan. Universal Journal of Educational Research. 1(4), 183-192. Available at https://www.ujer.org/vol1no4/article214

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic