Use of micro-lectures in enhancing understanding of laws of motion for senior high school

• Main Author: Santos, Rassel C.
• Format: text
• Language: English
• Published: Animo Repository 2024
• Subjects: Physics—Study and teaching; Lecture method in teaching; Educational technology; Educational Technology; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/etdm_scied/50; https://animorepository.dlsu.edu.ph/context/etdm_scied/article/1072/viewcontent/2024_Santos_Final.pdf
• Institution: De La Salle University

As the post-pandemic Philippines implements face-to-face classroom instruction again, hybrid/blended instruction provides an alternative learning delivery for learning continuity in the country. The application is still scarce despite the various possibilities for incorporating multimedia into our pedagogical approach. Imam et.al., (2014) mentioned that there may be a connection between student's scientific achievement and their scientific literacy. A paradigm shift, especially in the post-pandemic Philippine Education System may provide improvement in the scientific literacy of students. With the reforms in education, adapting to trends, situations, or unique pedagogical practices incorporating advancements in educational technologies helps address a call for an increase in the quality of Philippine Basic Education. This study aims to design and utilize a validated researcher-made micro-lecture video as a pedagogical approach to fortify understanding of the Laws of Motion in Grade 12 Physics classes. TikTok serves as the streaming platform by which the micro-lectures are uploaded. Using Plan-Do-Study-Action (PDSA) and Technology Acceptance Model (TAM) models, the data was analyzed in a convergent-parallel mixed–method approach to determine the effectiveness of micro-lecture videos in enforcing conceptual understanding among Grade 12 Physics students. Grade 12 students from a public high school with the least mastered competencies were selected as participants to determine through cross-examining the quarterly MPS and the pre-and post-test. Consequently, the implementation of the intervention uses the TikTok platform to provide a unique platform for the learning process to enable further reach among the Millenials. With the participation of Grade 12 Students of a local public Senior High School at Borongan City in Eastern Samar, the use of micro-lecture videos uploaded in TikTok incorporated in the conduct of the researcher-designed lessons serves as the primary data source for the study. Using the T-test and Hake g, t(177) = -5.275, p < .001 and Hake g value at 0.44 described as medium gain reveals a positive increase in conceptual understanding of physics after experiencing the micro-lectures. Student reflection papers, surveys, interviews, and FGD assessed using Braun & Clark’s reflexive thematic analysis provided a corroborating positive result for the use of the intervention. In conclusion, the use of micro-lecture videos in teaching physics has a positive impact on increasing conceptual understanding as the use of TikTok seems favorable to students, as well. However, the study discovered that using TikTok, as it provides an accessible and relevant streaming platform among students, the use of micro-lectures serves as a better supplementary material, rather than as part of the pedagogy. In addition, the study established the use of the platform to be a viable instructional platform for students of this generation. The study also provides a vantage for utilizing micro-lectures through TikTok as motivational material in teaching Physics.