Instructional Videos, Conceptual Understanding and Self-Efficacy in the Time of COVID (original) (raw)
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Applied Sciences, 2021
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The effect of instructional videos on learning performance
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The use of instructional video on learning outcomes in the learning of statistics under COVID-19 Pandemic is very important The purpose of this study is to examine the impact of instructional videos on learning performance We have conducted a quasi-experiment involving 80 students, in which 30 students were placed in a group and given instructional, work-example video with attention-focusing guidance + analog assignment, 21 students placed in a group and given a work-example video without attention-focusing guidance + analog assignment, and the remaining 29 students were given work example video with attention-focusing guidance + incomplete assignment Five of the question-based cases were used to measure the impact of the instructional video on learning performance The work-example video was given through Google Classroom to deliver the contents to groups Based on ANCOVA, we would conclude that none of the three methods is effective or equally effective to control the effects of abi...
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The Effect of Video Analysis on Students' Motivation of Learning Physics
ICIESC, 2021
Video Analysis (VA) is an emerging technology currently used in sports, transportation, and security systems. VA is a method where an actual event is filmed, and the video is analysed and modeled using a software. The software involved generation of numerical values, equations, and graphs. This method can be applied to different experiments, such as those in Physics. However, there is a little knowledge on how this tool affects the motivation of students in learning the subject. In this study, the effect of VA on students' motivation towards learning Physics is investigated. This study was implemented in a high school for six to eight weeks and utilized two groups, the VA group and Non-VA group. Each group comprised of thirty-five Grade 9 students. The study reveals that both groups have statistically indistinguishable self-efficacy (p = 0.067) and stimulation of learning environment (p = 0.086). On the other hand, students who used VA have statistically higher active learning strategies (p = 0.004), Physics learning values (p = 0.013), performance goals (p<0.000), and achievement goals (p = 0.003). Thus, students who used VA have higher motivation towards learning Physics than students who did not use it (p <0.000).
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EDULEARN proceedings, 2017
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The goal of this research was to examine the change in the skills, Technological Pedagogical Content Knowledge (TPACK) and self-efficacy beliefs of chemistry teachers regarding video editing and using YouTube videos in high-school chemistry lessons, as a result of a professional development program that focused on editing YouTube videos and the accompanying teaching pedagogy. Sixteen experienced chemistry teachers participated in a professional development course regarding video editing skills and the use of videos in chemistry teaching in Israel. Research tools consisted of (1) a pre-post questionnaire, (2) interviews with teachers, (3) an analysis of the videos they edited (which were part of the course assignment), and (4) follow-up interviews conducted ten months after the end of the course. It was found that teachers improved their skills and developed a unique TPACK that combines videos with chemistry teaching needs. Self-efficacy beliefs were found to be high for most of the teachers: they all trusted in their ability to integrate videos in their chemistry teaching but not all of them were confident in their video editing skills.
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The study explores how the use of multimedia cases affects the science teaching self-efficacy of prospective teachers in one university in Kenya. Chemistry and physics prospective teachers (N = 42) explored questioning and lesson introduction strategies using multimedia cases filmed in Kenyan classrooms. The changes in their self-efficacy was analyzed by looking at the difference in their scores in a pre-test and a post-test on a popular science teaching efficacy beliefs instrument developed by Enochs and Riggs, (1990). The results show that the use of multimedia cases created a cognitive dissonance that led to a decrease in the personal science teaching efficacy (PSTE) and no significant change on the science teaching outcome expectancy (STOE). These findings point to the effectiveness of multimedia cases in challenging the beliefs of prospective teachers during the methods courses.