Designing Context-Based Video Instruction in Enhancing the Conceptual Understanding of Grade XI Students

Russel T. Soltura

doi:10.23887/ijerr.v4i3.41635

Authors

Russel T. Soltura Department of Education - Quezon Lucena City, Quezon Province, Philippines

DOI:

https://doi.org/10.23887/ijerr.v4i3.41635

Keywords:

Conceptual Understanding, Context-Based Video Instruction, Cell Biology

Abstract

This study generally aims to design context-based video instruction in accordance to TPACK framework in order to enhance the conceptual understanding of the students with regards to cell biology. The current study assessed the level of conceptual understanding of 73 Grade 11 student-respondents of Quezon Science High School in cell biology prior to the utilization of context-based video instruction. It sought to test the significant difference between the pretest and posttest scores in the said discipline. This study identified the level of acceptability of the context-based video instruction as perceived by the student-respondents in terms of learning objectives, accuracy, appeal, clarity, and usability. The respondents are enrolled in STEM strand of Senior High School, S.Y. 2020 – 2021. Questionnaires and the context-video instruction were developed and validated to assess and evaluate the research objectives of this study. The topics in cell biology obtained an overall MPS value of 31.15%. It means that the student-respondents have specific misconceptions about the different concepts in the said topic prior to the utilization of the said learning digital resources. The appropriateness of the language, general appearance of the teacher, quality of video, lighting, animation, and video transitions were some of the parameters considered in designing the video lectures. The overall t-value of 59.57 is greater than the tabular value of 1.99. It implies that the developed context-based video instruction in enhancing the conceptual understanding in cell biology is a valid tool in the teaching-learning process. Furthermore, the developed context-based video instruction in enhancing the conceptual understanding is commendable for use in terms of learning objectives, clarity, accuracy, appeal, and usability.

References

Abidah, A., Hidaayatullaah, H., Simamora, R., Fehabutar, D., & Mutakinati, L. (2020). The Impact of Covid-19 to Indonesian Education and Its Relation to the Philosophy of “Merdeka Belajar.” Studies in Philosophy of Science and Education, 1(1), 38–49. https://doi.org/10.46627/sipose.v1i1.9.

Achebe, A. E. (2008). Effect of videotape instructional package on achievement and retention in food and nutrition at senior secondary school level in Minna, Niger State. Journal of Science Teaching and Mathematics Education, 1(1), 33–39.

Adegoke, B. A. (2010). Integrating animations, narrations and textual materials for improving students’ learning outcomes in senior secondary school physics. Electronic Journal of Research in Educational Psychology, 8(2), 725–748. https://core.ac.uk/download/pdf/143456409.pdf

Ahmed, M. A. (2009). Lecturers’ assessment of difficulty levels of genetics concepts in Nigeria colleges of education. Journal Curriculum and Instruction, 7(1). https://www.researchgate.net/profile/Mulkah-Ahmed/amp%0A%0A.

Ahmed, M. A., & Abimbola, I. O. (2011). Influence of teaching experience and school location on biology teachers’ rating of the difficult levels of nutrition concepts in Ilorin, Nigeria. JOSTMED, 7(2), 52–61. https://jostmed.futminna.edu.ng/images/JOSTMED/VOLUME_72_APRIL_2011/1.-JOSTMED-7_2_-April-2011.pdf#page=63.

Alea, L. A., Miguel, F. F., Robledo, D. A. R., & Alam, X. F. (2020). Teachers’ covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127–144. https://doi.org/10.26803/ijlter.19.6.8.

Bower, B., L. (2001). Distance Education: Facing the Faculty Challenge. Journal of Distance Learning Administration, 4(2), 1–6. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.458.7893&rep=rep1&type=pdf.

Campbell, S., Grossman, S., Kris, A., Kazer, M., & Rozgonyi, J. (2010). Screen capture classes for student learning and success. EDULEARN10 Proceedings, 5579–5584.

Choi, J., & Johnson, S. D. (2010). The effect of context-based video instruction on learning and motivation in online courses. American Journal of Distance Education, 19(4), 215–227. https://doi.org/10.1207/s15389286ajde1904_3.

Christo-Baker, E. A. (2004). Distance Education as a Catalyst for Change in Higher Education. Association of Small Computer Users in Education (ASCUE). https://eric.ed.gov/?id=ED490098.

Cimer, A. (2004). A study of Turkish biology teachers’ and students’ views of effective teaching in schools and teacher education. The University of Nottingham.

De Koning, B. B., Tabbers, H. K., Rikers, R. M., & Paas, F. (2007). Attention cueing as a means to enhance learning from an animation. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 21(6), 731–746. https://doi.org/10.1002/acp.1346.

Dikmenli, M. (2010). Misconceptions of cell division held by student teachers in biology: A drawing analysis. Science Research Essay, 5, 235–247.

Duda, H. J., & Adpriaydi. (2020). Students’ Misconception in Concept of Biology Cell. Anatolian Journal of Education, 5(1), 47–52. https://doi.org/10.29333/aje.2020.515a.

Durmaz, B. (2007). The Effects of the Concept Cartoons to the Success of the Students and Sensory Features in the Constructivist Science Teaching (Muğla Provincial, Administrative District Sample). Muğla University.

Ellington, A. J., & Hardin, J. R. (2008). The use of video tutorials in a mathematical modeling course. Mathematics and Computer Education, 42(2), 109–117. https://www.redorbit.com/news/education/1405288/the_use_of_video_tutorials_in_a_mathematical_modeling_course/.

Etobro, B. A., & Fabinu, E. (2017). Students’ perceptions of difficult concepts in biology in senior secondary schools in Lagos State. Global Journal of Educational Research, 16, 139–147. https://www.ajol.info/index.php/gjedr/article/view/162440.

Feladi, V., Hendriyani, Y., Dewi, I. P., Darni, R., & Verawardina, U. (2020). The Profile of Technological Pedagogical and Content Knowledge of Information and Communication Technology Teachers. Test Engineering & Management, 83, 1666–1673.

Fojtik, R. (2018). Problems of distance education. ICTE Journal, 7(1), 14–23. https://doi.org/10.2478/ijicte-2018-0002.

Gambari, A. I., Yaki, A. A., Gana, E. S., & Ughovwa, Q. (2014). Improving secondary school students’ achievement and retention in biology through video-based multimedia instruction. Insight: A Journal of Scholarly Teaching, 9, 78–95. https://eric.ed.gov/?id=EJ1035855.

Gambari, A. I., & Zubairu, A. A. (2008). Impact of videotape instructional package on achievement and retention in primary science among primary pupils in Niger State, Nigeria. The 2nd SSSE Annual National Conference, Federal University of Technology, Minna, Nigeria.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.

Ghilay, Y. (2017). ODL: Online Distance Learning of quantitative courses in higher education. Advances in Social Sciences Research Journal, 4(18), 62–72. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3736662.

Ghilay, Y. (2018). Math courses in higher education: Improving learning by screencast technology. GSTF Journal on Education (JEd), 4(2), 1–6. https://eric.ed.gov/?id=EJ1098601.

Gungor, S. N., & Ozkan, M. (2017). Evaluation of the concepts and subjects in biology perceived to be difficult to learn and teach by the pre-service teachers registered in the pedagogical formation program. European Journal of Educational Research, 6(4), 495–508. https://doi.org/10.12973/eu-jer.6.4.495.

Hadiprayitno, G., Muhlis, H., & Kusmiyatni, A. (2019). Problems in learning biology for senior high schools in Lombok Island. The International Seminar on Bioscience and Biological Education. https://doi.org/10.1088/1742-6596/1241/1/012054.

Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related lnstructional planning. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570.

Hartsell, T., & Yuen, S. C. (2006). Video streaming in online learning. AACE Journal, 14(1), 31–43. https://www.learntechlib.org/p/6152/.

Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17(6), 722–738. https://doi.org/10.1016/j.learninstruc.2007.09.013.

Kalas, P., O’Neill, A., Pollock, C., & Birol, G. (2013). Development of a Meiosis Concept Inventory. CBE Life Science Education, 12, 655–664. https://www.lifescied.org/doi/abs/10.1187/cbe.12-10-0174.

Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and Challenges for Teaching Successful Online Courses in Higher Education: A Literature Review. Journal of Educational Technology Systems, 46(1), 4–29. https://doi.org/10.1177/0047239516661713.

Kienonen, T. (2008). One-dimensional usability – influence of usability on consumers’ product preference. Gummerus Company.

Lee, M. J. W., Pradhan, S., & Dalgarno, B. (2008). The effectiveness of screencasts and cognitive tools as scaffolding for novice object-oriented programmers. Journal of Information Technology Education, 7, 61–80. https://www.learntechlib.org/p/111372/.

Mapuva, J. (2009). Confronting challenges to e-learning in Higher Education Institutions. Journal of Education and Development Using ICT, 5(3), 101–114. https://www.learntechlib.org/p/42282/.

Mathew, I., R., & Ebelelloanya, J. (2016). Open and distance learning: Benefits and challenges of technology usage for online teaching and learning in Africa. Conference Proceedings & Working Papers.

Mavrikaki, E., Koumparou, H., Kyriakoudi, M., Papacharalampous, I., & Trimandili, M. (2012). Greek secondary school students’ views about biology. International Journal of Environmental & Science Education, 7(2), 217–232. https://eric.ed.gov/?id=EJ990517.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Musingafi, M., Mapuranga, B., Chiwanza, K., & Zebron, S. (2015). Challenges for open and distance learning (odl) students: Experiences from students of the Zimbabwe open university. Journal of Education and Practice, 6(18), 59–67. https://eric.ed.gov/?id=EJ1079750.

Newby, T. J. (2006). Evaluation of students and materials in educational technology for teaching and learning. Merrill Company.

Newman, D. L., Catavero, C. M., & Wright, L. K. (2012). Students fail to transfer knowledge of chromosome structure to topics pertaining to cell division. CBE Life Sci Education, 11, 425–436. https://doi.org/10.1187/cbe.12-01-0003.

Nursyifa, A., Rahmadi, I. F., & Hayati, E. (2020). TPACK Capability Preservice Teachers Civic Education in the Era of Industrial Revolution 4.0. JPI (Jurnal Pendidikan Indonesia), 9(1), 15. https://doi.org/10.23887/jpi-undiksha.v9i1.17982.

Nusir, S., Alsmadi, I., Al-Kabi, M., & Shardqah, F. (2010). Designing an interactive multimedia learning system for the children of primary schools in Jordan. IEEE Global Engineering Education Conference, Amman, Jordan.

O’Donoghue, J., Singh, G., & Green, C. (2004). A comparison of the advantages and disadvantages of IT Based education and the implication upon students. Interactive Educational Multimedia, 9, 63–76. https://dialnet.unirioja.es/servlet/articulo?codigo=4544753.

Pang, K. (2009). Video-driven multimedia, web-based training in the corporate sector: Pedagogical equivalence and component effectiveness. The International Review of Research in Open and Distance Learning, 10(3), 1–14.

Peterson, E. (2007). Incorporating screencasts in online teaching. The International Review of Research in Open and Distance Learning, 8(3). http://www.irrodl.org/index.php/irrodl/article/viewArticle/4 95/935.

Phillips, J. M., & Billings, D. M. (2007). Using webcasts for continuing education in nursing. Journal of Continuing Education in Nursing, 38(4), 152–153.

Rodriguez, J. N., & Ang, R. S. (2020). The usefulness of a teacher-made video on science learning: A flipped classroom approach. Maestra, 2(1), 19–24.

Saka, A. (2006). The effect of 5E model on removing science student teachers’ misconceptions about genetics. Karadeniz Technical University.

Smith, J. G., & Smith, R. L. (2012). Screen-capture instructional technology: A cognitive tool for designing a blended multimedia curriculum. Journal of Educational Computing Research, 46(3), 207–228. https://doi.org/10.2190%2FEC.46.3.a.

Starbek, P., Eriavec, M. S., & Peklai, C. (2010). Teaching genetics with multimedia results in better acquisition of knowledge and improvement in comprehension. Journal of Computer Assisted Learning, 26(3), 214–224. https://doi.org/10.1111/j.1365-2729.2009.00344.x.

Sugar, W., Brown, A., & Luterbach, K. (2010). Examining the anatomy of a screencast: Uncovering common elements and instructional strategies. International Review of Research in Open and Distance Learning, 11(3), 1–20. https://www.erudit.org/en/journals/irrodl/1900-v1-n1-irrodl05136/1067660ar/abstract/

Suparno, P. (2013). Miskonsepsi dan Perubahan Konsep Dalam Pendidikan Fisika. Grasindo.

Sutiah, S., Slamet, S., Shafqat, A., & Supriyono, S. (2020). Implementation of distance learning during the COVID-19 in Faculty of Education and Teacher Training. Cypriot Journal of Educational Science, 15(5), 1204 1214. https://doi.org/10.18844/cjes.v15i5.5151.

Traphagan, T., Kucsera, J. V., & Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. Educational Technology Research & Development, 58(1), 19–37. https://doi.org/10.1007/s11423-009-9128-7.

Umar, A. A. (2011). Effects of biology practical activities on students’ process skill acquisition in Minna, Niger State, Nigeria. JOSTMED, 7(2), 118–126.

Walker, L. (2010). Quantifying the benefits of narrated screen capture videos. In C. H. Steel, M. J. Keppell, P. Gerbic, & S. Housego (Eds.), Curriculum, Technology & Transformation for an Unknown Future (pp. 1031–1034). Proceedings Ascilite 2010.

Zeidan, A. (2010). The relationship between grade 11 Palestinian attitudes toward biology and their perceptions of the biology learning environment. International Journal in Science and Mathematics Education, 8, 783–800. https://doi.org/10.1007/s10763-009-9185-8.