Effectiveness of Video-Based Learning Materials to The Performance of Grade 10 Students in Science

AUTHOR(S)

Fritzie O. Pastor

ABSTRACT

This study aimed to determine Effectiveness of video-based learning materials to the performance of the Grade 10 students in Science. The findings of the study served as a basis of a proposed Enhancement plan. This study used the quasi-experimental method of research to determine the effectiveness of video-based learning materials after the evaluation of their performances based on the pretest and posttest results. The researcher utilized Universal Sampling in identifying the respondents of the study. The test of difference between the scores in the pretest and posttest of grade 10 students in relation to their performance in Science and technology. The Results of the figures in table 3 are coming from the pretest performance of the students who were not yet Exposed to the Video Lessons in the delivery of the most essential learning competencies on the aforementioned subject. This further explains that the knowledge or skills given by the learners in giving the performance is based on their stock knowledge from the things that they have learned from the past lessons during the implementation in the pandemic times or even during the implementation of limited face to face which resulted to the weighted mean of pretest and said to be lower than the posttest performance of the grade 10 students which has an equivalent weighted mean of 19.00. These results are based on the performance of the respondents after they were exposed to video-based learning materials during the delivery of the topics in science for 4 weeks in the implementation of the intervention. Furthermore, the results in the pretest and posttest performance of the grade 10 students also resulted in the computed T value that is literally higher than the critical t value. So, the hypothesis which states that there is no significant difference in the pretest and posttest performance on the performance of the Grade 10 students before and after the integration of the video -based learning materials in Science is rejected.
The results in table 3 on the significant difference of the pretest and posttest performance of the grade 10 students implied that applying the intervention to the independent students like to the respondents of the study is more significant compared to teach them on what is usual that they will be receiving during the delivery of the topics or during the teaching and learning process because it really improves their performance. It also helps them to ignite themselves to learn the topics though Science is considered as one of the difficult topics to learn. Moreover, utilizing intervention that could the learners learn the subject and help them to showcase their potential could literally help them to be more independent learners compared to those learners who are just receiving the traditional way of learning in the implementation of the new modality in the new normal of delivery of the most essential learning competencies.