This study aims to determine the level of effectiveness of video-based lessons as instructional learning material for pupils, as perceived by teachers in schools.
Although it was revealed that video-based lessons as one of the instructional tools is rated as very effective by teachers, there are problems encountered in the utilization of them for pupils amidst the pandemic. These include lack of knowledge on how to utilize video-based lessons as a classroom tool, lack of instructional materials such as laptops and cellphones, that can be used in accessing the video-based information, difficulty in creating video-based lessons due to poor internet connections, short attention span among learners and big expenses on the part of pupils, especially during a pandemic, where not all pupils can afford to buy phones.
The study successfully surfaced some teachers’ solutions to resolve the problems in the utilization of video-based lessons as instructional learning materials, such as asking for assistance from an ICT Coordinator or well-trained teachers on how to learn to create and use video-based materials for teaching purposes, knowing the needs of learners. Also, watching YouTube videos to gain different ideas on how to create interactive, short video-based lessons to address pupils who have a short attention span while watching lessons and attending online training, relative to the development and utilization of video-based lessons to equip them with the skills in teaching classes in modern ways.
Both quantitative and qualitative methods were used in the study. The respondents of the study were fifteen elementary teachers. A purposive sampling technique was utilized. Interviews, Survey Questionnaire, Participant Observation, and Focus Group Discussion were the methods employed.
Table of Contents
I. ABSTRACT
II. ACKNOWLEDGEMENT
III. INTRODUCTION AND RATIONALE
IV. LITERATURE REVIEW
V. RESEARCH QUESTIONS
VI. SCOPE AND LIMITATIONS
VII. RESEARCH METHODOLOGY
A. Sampling
B. Data Collection
C. Ethical Issues
D. Plan for Data Analysis
VIII. DISCUSSION OF RESULTS AND RECOMMENDATIONS
A. LEVEL OF EFFECTIVENESS OF VIDEO-BASED LESSON AS INSTRUCTIONAL LEARNING MATERIALS OF PUPILS AS PERCEIVED BY TEACHERS
B. PROBLEMS ENCOUNTERED BY TEACHERS IN THE UTILIZATION OF VIDEO-BASED INSTRUCTION AS INSTRUCTIONAL LEARNING MATERIALS FOR PUPILS AMIDST PANDEMIC
C. SOLUTIONS EMPLOYED BY TEACHERS TO RESOLVE THE PROBLEMS IN THE UTILIZATION OF VIDEO-BASED INSTRUCTION AS INSTRUCTIONAL LEARNING MATERIALS
IX. CONCLUSIONS AND RECOMMENDATIONS
X. TIMETABLE /GANTT CHART
XI. PLANS FOR DISSEMINATION AND ADVOCACY
XII. REFERENCES
XIII. FINANCIAL REPORT
XIV. SURVEY QUESTIONNAIRE
Research Objectives and Thematic Focus
This study aims to evaluate the effectiveness of video-based lessons as instructional materials for elementary students, focusing on the perceptions of teachers at Gubat South Central School, particularly within the challenging context of the COVID-19 pandemic.
- Measurement of pedagogical effectiveness regarding video-based instructional tools.
- Identification of technical and practical challenges faced by teachers during the shift to remote/blended learning.
- Analysis of mitigation strategies and solutions employed by educators to ensure lesson quality.
- Evaluation of the impact of digital media on student engagement and interaction.
Excerpt from the Book
A. LEVEL OF EFFECTIVENESS OF VIDEO-BASED LESSON AS INSTRUCTIONAL LEARNING MATERIALS OF PUPILS AS PERCEIVED BY TEACHERS
Table provides the necessary information relative to the level of effectiveness of video-based lesson as instructional learning materials of pupils as perceived by teachers The indicators, level of effectiveness and the description are also reflected.
It is reflected in the table that the indicator which pertain to the quality of lesson is effective in terms of giving concepts to pupils obtained the Lowest weighted mean of 3.84 described as much effective. This means that a teacher needs to be more productive in term of presenting lessons using the video-base lessons particularly in presenting concepts that need to be learned by learners. Meanwhile, indicator which pertains to interactive and meaningful to learners obtained the highest weighted mean of 4.2 described as much effective. This means that utilization of video-based lessons makes teaching-learning process effective particularly in improving the competencies of pupils.
Four indicators gained a weighted mean of 4.0 described as much effective. These are: are easy to understand with simple words and sentence organization, arouse the curiosity of the pupils to increase critical thinking skills, enhances the performance level of pupils, and it connect and relate pupils in real-life situations. Moreover, indicators which pertains to interesting and enjoyable to pupils, arouse teacher-pupils communication in the lesson, it has engaging visual effects in general, and arouse interest of learners to be attentive in lessons gained a weighted mean of 3.96 described as much effective.
Summary of Key Chapters
INTRODUCTION AND RATIONALE: Discusses the educational shift forced by the COVID-19 pandemic and the growing importance of ICT and video-based instruction in modern learning environments.
LITERATURE REVIEW: Provides an overview of global studies regarding the efficacy of technology and video-based teaching tools in supporting student motivation and academic performance.
RESEARCH METHODOLOGY: Details the quantitative and qualitative approach, including purposive sampling of 15 teachers and the use of survey questionnaires and interviews.
DISCUSSION OF RESULTS AND RECOMMENDATIONS: Evaluates the data collected from teachers, confirming that video-based lessons are perceived as 'much effective' while highlighting technical constraints that need to be addressed.
CONCLUSIONS AND RECOMMENDATIONS: Summarizes the findings and advocates for increased support from the Department of Education, including teacher training and better technological resource allocation.
Keywords
Video-based lessons, instructional materials, teacher perception, pandemic education, COVID-19, ICT, student engagement, distance learning, academic performance, pedagogical tools, digital classrooms, educational technology.
Frequently Asked Questions
What is this research primarily investigating?
The study examines the level of effectiveness of using video-based lessons as instructional materials for elementary students, as perceived by teachers at Gubat South Central School.
What are the core thematic areas of the research?
The core areas include the effectiveness of video instructional tools, the practical problems teachers encounter during the pandemic, and the professional solutions applied to bridge learning gaps.
What is the primary objective of this study?
The objective is to determine how digital video resources impact teaching and learning, specifically identifying existing challenges and successful strategies for implementation.
Which scientific methodology was applied?
The researcher employed a mixed-methods approach, utilizing purposive sampling for 15 participating teachers, alongside survey questionnaires, informal narrative interviews, and focus group discussions.
What topics are explored in the main body of the paper?
The main body covers the theoretical benefits of multimedia in education, the systematic analysis of survey results, and a deep dive into the specific problems teachers face, such as internet connectivity and hardware availability.
Which keywords best characterize this work?
Key terms include video-based lessons, teacher perception, pedagogical effectiveness, pandemic-era education, and educational technology integration.
What specific pandemic-related issues does the study highlight?
Teachers reported challenges such as poor internet connectivity, a lack of personal hardware like laptops and mobile phones, and the high time consumption required to create meaningful video content.
What specific solutions are recommended to improve the situation?
Recommended solutions include seeking assistance from IT coordinators, focusing on creating concise videos to address short student attention spans, and requesting more formal training for teachers from the Department of Education.
- Quote paper
- Imelda Escandor (Author), 2022, The Effectiveness of Video-based Lessons as Instructional Materials in Light of the Covid-19 Pandemic, Munich, GRIN Verlag, https://www.grin.com/document/1248070
