Research Article
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Unleash the Untaught Learning Competencies through Online, Shareable, and Offline Video Lectures in the Philippines

Year 2023, , 27 - 38, 01.01.2023
https://doi.org/10.55236/tuara.1066049

Abstract

The study aimed to determine the benefits of Project OSO: Online, Shareable, and Offline video
lectures to seventh-grade students during the Flipped Classroom implementation to resolve the
untaught mathematics learning competencies before the school year ended. The study employed the
experimental research design with three groups. Using the cluster random sampling technique, these
three groups were selected from the seventh-grade population as respondents and were randomly
assigned with the three proposed interventions named Project OSO. These three groups underwent
the same set of questionnaires as pre-test and post-test before and after the interventions. These 40-
item multiple-choice research instruments were evaluated, reviewed and quality assured by an
expert panel of evaluators using the conducted pilot testing and the generated Cronbach alpha index.
The study's findings revealed that learners' test scores differed significantly among the three groups
based on one-way ANOVA. However, the Tukey post hoc test showed that the Flipped Online group
differed substantially from the Flipped Shareable and Offline groups. Consequently, Project OSO
was considered a valuable resource in the Flipped Classroom implementation and highly
recommended for instructing learners when the teacher was out due to school-related functions
among these three video lectures platforms. These platforms were the flipped online, flipped
shareable, and flipped offline video lectures that the learners could probably learn at their own pace,
anytime and anywhere

Supporting Institution

None

Project Number

NOT APPLICABLE

Thanks

NOT APPLICABLE

References

  • Abushammala, M.F.M. (2019). The effect of using flipped teaching in project management class for undergraduate students. Journal of Technology and Science Education, 9(1), 41-50. https://doi.org/10.3926/jotse.539
  • Alawamleh, M., Al-Twait, L.M. and Al-Saht, G.R. (2020), "The effect of online learning on communication between instructors and students during Covid-19 pandemic". Asian Education and Development Studies. https://doi.org/10.1108/AEDS-06-2020-0131
  • Angadi, N.B., Kavi, A., Shetty, K., & Hashilkar, N.K. (2019). Effectiveness of flipped classroom as a teaching-learning method among undergraduate medical students - An interventional study. Journal of Education and Health Promotion, 8, 211. https://doi.org/10.4103/jehp.jehp_163_19
  • Ariel, B., Bland, M., & Sutherland, A. (2021). Experimental Designs. The SAGE Quantitative Research Kit. SAGE Publications Ltd. https://www.researchgate.net/publication/352038974
  • Avery, K., & Huggan, C. (2018). The flipped classroom: high school student engagement through 21st-century learning. IN EDUCATION, 24(1), 4-21. https://doi.org/10.37119/ojs2018.v24i1.348
  • Batilantes, S. (2021). Project VLOGI (Video Lectures on Giving Instructions): Effects on Learners’ Performance in Probability and Statistics. International Journal of Educational Studies in Mathematics, 8(4), 299-315. https://doi.org/10.17278/ijesim.1004076
  • Billonid, J., Cabailo, M.T., Dagle, WRM, Godilano, D.M., Kibanoff, K.R., & Tasic, L.R. (2020). Effects of sports participation on the academic performance of grade 12 students after the K-12 implementation. Scientific and Academic Publishing, 10(2), 41-47. doi:10.5923/j.edu.20201002.03
  • Blazar, D., & Kraft, M.A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. HHS Public Access, 39(1), 146-170. doi:10.3102/0162373716670260
  • Bradley, K. (2016, July 18). How does shortening the school day affect students? Tempesta Media. https://showcase.tempestamedia.com/how-does-shortening-the-school-day-affect-students-aid-21622/
  • Chanoknath, S., & Louangrath, P.I. (2015). Descriptive and inferential statistics. International Journal of Research & Methodology in Social Science, 1(1), 22-35. http://doi.org/10.5281/zenodo.1320727
  • da Silva, B.G., Borges, Y.M., & Galo, R. (2020). The use of ludic resources for the teaching of probability and statistics in middle school. Research Society and Development, 9(11), 1-18. https://doi.org/10.33448/rsd-v9i11.10672
  • Department of Education (2016). K to 12 Curriculum Guide Mathematics (Grade 1 to Grade 10). https://www.deped.gov.ph/wp-content/uploads/2019/01/Math-CG_with-tagged-math-equipment.pdf
  • Department of Education (2016). DO. 35, s. 2016. The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning. https://www.deped.gov.ph/wp-
  • Fernandez-Martin, F.D., Romero-Rodriguez, J.M., Gomez-Garcia, G., & Navas-Parejo, M.R. (2020). Impact of the flipped classroom method in the mathematical area: a systematic review. E Mathematics, 8(0), 1-11. https://doi.org/10.3390/math8122162
  • Ferrer, I.M. (2017). Competency level of grade 10 mathematics teachers in Pangasinan, Philippines. PSU JEMSS, 1(1), 12-15. http://psurj.org/wp-content/uploads/2017/12/2017-JEMS-03.pdf
  • Fraser, J., Fahlman, D. (Willy), Arscott, J., & Guillot, I. (2018). Pilot testing for feasibility in a study of student retention and attrition in online undergraduate programs. The International Review of Research in Open and Distributed Learning, 19(1). 260-278. https://doi.org/10.19173/irrodl.v19i1.3326
  • Gonzales, V. D. (2017). Cultural and economic benefits of festivals to community residents of Batangas, Philippines. Asia Pacific of Education, Arts and Science, 4(2), 14-22. https://research.lpubatangas.edu.ph/wp-content/uploads/2017/06/APJEAS-2017.4.2.02.pdf
  • Hase, S., & Kenyon, C., (2000). From andragogy to heutagogy’, Ultibase, http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm.
  • Into, C.A.D., & Gempes, G. P. (2018). Untold stories of teachers with multiple ancillary functions: a phenomenology of fortitude. Journal of Advances in Humanities and Social Sciences, 4(1), 13-25. https://doi.org/10.20474/jahss-4.1.2.
  • Keiler, L.S. (2018). Teachers’ role and identities in student-centered classroom. International Journal of STEM Education, 5(34), 1-20. https://doi.org/10.1186/s40594-018-0131-6
  • Kuhfeld, M., Soland, J., Tarawasa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closure on academic achievement. Educational Research, 49(8), 549-565. https://doi.org/10.3102/0013189X20965918
  • Kumpan, O. O., & Kharlamova, L. S. (2019). Implementation of interactive teaching methods in the process of developing professional-communicative proficiency of future pilots. International Journal of Science Annals, 2(1-2), 12–18. https://doi.org/10.26697/ijsa.2019.1-2.02
  • Kvon, G.M., Vaks, V.B., Kalimullin, A.M., Bayanova, A.R., Shaidullina, A.R., Dolzhikova, A.V., & Lapidus, N.I. (2017). Developing the informational and digital environment of a university: problem analysis and assessment. EURASIA Journal of Mathematics, Science and Technology Education, 15(10), 1-14. https://doi.org/10.29333/ejmste/109503
  • Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4), 1-22. https://doi.org/10.1186/s41039-016-0044-2
  • Loizou, M., & Lee, K. (2020). A flipped classroom model for inquiry-based learning in primary education context. Research in Learning Technology, 28, 1-18. https://doi.org/10.25304/rlt.v28.2287
  • Mayer, R. (2014). Cognitive theory of multimedia learning. The Cambridge Handbook of Multimedia Learning. Cambridge University Press, 43-71. https://doi.org/10.1017/CBO9781139547369.005
  • Nabayra, J.N. (2022). Mathematics Learning in the New Normal Through Teacher Through Teacher-Created Videos: The Freshmen University Students’ Experience. International Journal of Arts and Humanities Studies, 2(1), 22-27. https://doi.org/10.32996/bjahs.2022.2.1.4
  • Perez, J.C., Bongcales, R.C.A., & Bellen, J.A. (2020). A scoping review on the implementation of the spiral progression approach. Journal of Academic Research, 1(1), 11-22. https://jar.ssu.edu.ph/index.php/JAR/article/view/198
  • Ramakrishnan, N., & Priya, J.J. (2016). Effectiveness of flipped classroom in mathematics teaching. International Journal of Research-Granthaalayah, 4(10), 57-62. https://doi.org/10.29121/granthaalayah.v4.i10(SE).2016.2469
  • Rebaldo, M. A. (2021). Achievement of teachers and grades of private junior high school students of west, Aklan, Philippines. ResearchJet Journal of Analysis and Inventions, 2(11), 59-68. https://doi.org/10.17605/OSF.IO/B49ZU
  • Reingold, H., Danoff, C. J., & Pierce, C. (Eds) (2015). The peeragogy handbook. (3rd ed., 1-290). PubDomed and Pierce Press. https://peeragogy.org/Peeragogy.io-3/peeragogy-3-0-beta3.pdf
  • Rocha, A. V., & Mondelli, M. F. C. G. (2020). Applicability of the ear measurement for audiological intervention of tinnitus. Brazilian Journal of Otorhinolaryngology, 86(1), 14-22. https://doi.org/10.1016/j.bjorl.2018.07.010
  • Rozgonjuk, D., Kraav, T., Mikkor, K., Orav-Puurand, K., & That, K. (2020). Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning. International Journal of STEM Education, 7(46), 1-11. https://doi.org/10.1186/s40594-020-00246-z
  • Saloviita, T., & Pakarinen, E. (2021). Teacher burnout explained: teacher-, students-, and organization-level variables. Teaching and Teacher Education, 97(103221), 1-14. https://doi.org/10.1016/j.tate.2020.103221
  • Siachifuwe, M. (2017). Teacher based factors influencing academic performance among learners in open learning classes at Twin Palm Secondary School, Lusaka, Zambia. International Journal of Humanities and Social Sciences, 4, 96-101. https://doi.org/10.20431/2349-0381.0412012
  • Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: implications for STEM education. EURASIA Journal of Mathematics, Science and Technology, 16(7), 1-6. https://doi.org/10.29333/ejmste/7893
  • Smriti, A. (2018). Item analysis. International Journal of Nursing Science Practice and Research, 4(2), 6-7. https://doi.org/10.37628/ijnspr.v4i2.813
  • Tan, J.S.T. (2017). Factors affecting stress among faculty members of public universities in the Philippines: a multiple regression analysis. Internatioal Journal of Psychological Studies. 9(3), 64-78. http://doi.org/10.5539/ijps.v9n3p64
  • Temelo, D.R.T., & Sillorequez, E.Y. (2013). Development of training design and materials to enhance grade 7 mathematics teachers’ competencies. WVSU Research Journal, 2(2), 32-42. https://ejournals.ph/article.php?id=11857
  • Ulker, M., Gungor, H., & Cakiroglu, Y. (2021). The effect of conduction activities with native language and video learning on academic success in teaching. Scientific Research Publishing, 12(5), 1169-1185. https://doi.org/10.4236/ce.2021.125087
  • Wang, M. J. & Kang, J. (2006). Cybergogy of engaged learning through information and communication technology: A framework for creating learner engagement. In D. Hung & M. S. Khine (Eds.), Engaged learning with emerging technologies (pp. 225-253). New York: Springer Publishing. DOI: 10.1007/1-4020-3669-8_11
  • Wei, X., Cheng, I., Chen, N., …, Zhai, X. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68. https://dx.doi.org/10.1007/s11423-020-09752-x
  • Yilmaz, C., Bulus, H., Oguztuzun, S., Cihan, M., & Fidan, C. (2020). The activities of GST isozymes in stomach tissues of female obese patients. Turk J Biochem, 45(6), 883-889. https://doi.org/10.1515/tjb-2020-0235

Unleash the Untaught Learning Competencies through Online, Shareable, and Offline Video Lectures in the Philippines

Year 2023, , 27 - 38, 01.01.2023
https://doi.org/10.55236/tuara.1066049

Abstract

The study aimed to determine the benefits of Project OSO: Online, Shareable, and Offline video lectures to seventh-grade students during Flipped Classroom implementation to resolve the untaught mathematics learning competencies before the school year ended. The study employed the experimental research design, and three groups were randomly selected from the seventh-grade population as respondents. These three groups underwent pre-test and post-test before and after the intervention. Then, an expert panel of evaluators reviewed and quality assured the 50-item multiple-choice test questionnaires using the conducted pilot testing and the generated Cronbach alpha index. The study's findings revealed that learners' test scores differed significantly among the three groups based on one-way ANOVA. However, the Tukey post hoc test showed that the Flipped Online group differed substantially from the Flipped Shareable and Offline groups. Consequently, Project OSO was considered a valuable resource in the Flipped Classroom and highly recommended for instructing learners when the teacher was out due to school-related functions among the three video lectures platforms.

Project Number

NOT APPLICABLE

References

  • Abushammala, M.F.M. (2019). The effect of using flipped teaching in project management class for undergraduate students. Journal of Technology and Science Education, 9(1), 41-50. https://doi.org/10.3926/jotse.539
  • Alawamleh, M., Al-Twait, L.M. and Al-Saht, G.R. (2020), "The effect of online learning on communication between instructors and students during Covid-19 pandemic". Asian Education and Development Studies. https://doi.org/10.1108/AEDS-06-2020-0131
  • Angadi, N.B., Kavi, A., Shetty, K., & Hashilkar, N.K. (2019). Effectiveness of flipped classroom as a teaching-learning method among undergraduate medical students - An interventional study. Journal of Education and Health Promotion, 8, 211. https://doi.org/10.4103/jehp.jehp_163_19
  • Ariel, B., Bland, M., & Sutherland, A. (2021). Experimental Designs. The SAGE Quantitative Research Kit. SAGE Publications Ltd. https://www.researchgate.net/publication/352038974
  • Avery, K., & Huggan, C. (2018). The flipped classroom: high school student engagement through 21st-century learning. IN EDUCATION, 24(1), 4-21. https://doi.org/10.37119/ojs2018.v24i1.348
  • Batilantes, S. (2021). Project VLOGI (Video Lectures on Giving Instructions): Effects on Learners’ Performance in Probability and Statistics. International Journal of Educational Studies in Mathematics, 8(4), 299-315. https://doi.org/10.17278/ijesim.1004076
  • Billonid, J., Cabailo, M.T., Dagle, WRM, Godilano, D.M., Kibanoff, K.R., & Tasic, L.R. (2020). Effects of sports participation on the academic performance of grade 12 students after the K-12 implementation. Scientific and Academic Publishing, 10(2), 41-47. doi:10.5923/j.edu.20201002.03
  • Blazar, D., & Kraft, M.A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. HHS Public Access, 39(1), 146-170. doi:10.3102/0162373716670260
  • Bradley, K. (2016, July 18). How does shortening the school day affect students? Tempesta Media. https://showcase.tempestamedia.com/how-does-shortening-the-school-day-affect-students-aid-21622/
  • Chanoknath, S., & Louangrath, P.I. (2015). Descriptive and inferential statistics. International Journal of Research & Methodology in Social Science, 1(1), 22-35. http://doi.org/10.5281/zenodo.1320727
  • da Silva, B.G., Borges, Y.M., & Galo, R. (2020). The use of ludic resources for the teaching of probability and statistics in middle school. Research Society and Development, 9(11), 1-18. https://doi.org/10.33448/rsd-v9i11.10672
  • Department of Education (2016). K to 12 Curriculum Guide Mathematics (Grade 1 to Grade 10). https://www.deped.gov.ph/wp-content/uploads/2019/01/Math-CG_with-tagged-math-equipment.pdf
  • Department of Education (2016). DO. 35, s. 2016. The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning. https://www.deped.gov.ph/wp-
  • Fernandez-Martin, F.D., Romero-Rodriguez, J.M., Gomez-Garcia, G., & Navas-Parejo, M.R. (2020). Impact of the flipped classroom method in the mathematical area: a systematic review. E Mathematics, 8(0), 1-11. https://doi.org/10.3390/math8122162
  • Ferrer, I.M. (2017). Competency level of grade 10 mathematics teachers in Pangasinan, Philippines. PSU JEMSS, 1(1), 12-15. http://psurj.org/wp-content/uploads/2017/12/2017-JEMS-03.pdf
  • Fraser, J., Fahlman, D. (Willy), Arscott, J., & Guillot, I. (2018). Pilot testing for feasibility in a study of student retention and attrition in online undergraduate programs. The International Review of Research in Open and Distributed Learning, 19(1). 260-278. https://doi.org/10.19173/irrodl.v19i1.3326
  • Gonzales, V. D. (2017). Cultural and economic benefits of festivals to community residents of Batangas, Philippines. Asia Pacific of Education, Arts and Science, 4(2), 14-22. https://research.lpubatangas.edu.ph/wp-content/uploads/2017/06/APJEAS-2017.4.2.02.pdf
  • Hase, S., & Kenyon, C., (2000). From andragogy to heutagogy’, Ultibase, http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm.
  • Into, C.A.D., & Gempes, G. P. (2018). Untold stories of teachers with multiple ancillary functions: a phenomenology of fortitude. Journal of Advances in Humanities and Social Sciences, 4(1), 13-25. https://doi.org/10.20474/jahss-4.1.2.
  • Keiler, L.S. (2018). Teachers’ role and identities in student-centered classroom. International Journal of STEM Education, 5(34), 1-20. https://doi.org/10.1186/s40594-018-0131-6
  • Kuhfeld, M., Soland, J., Tarawasa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closure on academic achievement. Educational Research, 49(8), 549-565. https://doi.org/10.3102/0013189X20965918
  • Kumpan, O. O., & Kharlamova, L. S. (2019). Implementation of interactive teaching methods in the process of developing professional-communicative proficiency of future pilots. International Journal of Science Annals, 2(1-2), 12–18. https://doi.org/10.26697/ijsa.2019.1-2.02
  • Kvon, G.M., Vaks, V.B., Kalimullin, A.M., Bayanova, A.R., Shaidullina, A.R., Dolzhikova, A.V., & Lapidus, N.I. (2017). Developing the informational and digital environment of a university: problem analysis and assessment. EURASIA Journal of Mathematics, Science and Technology Education, 15(10), 1-14. https://doi.org/10.29333/ejmste/109503
  • Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4), 1-22. https://doi.org/10.1186/s41039-016-0044-2
  • Loizou, M., & Lee, K. (2020). A flipped classroom model for inquiry-based learning in primary education context. Research in Learning Technology, 28, 1-18. https://doi.org/10.25304/rlt.v28.2287
  • Mayer, R. (2014). Cognitive theory of multimedia learning. The Cambridge Handbook of Multimedia Learning. Cambridge University Press, 43-71. https://doi.org/10.1017/CBO9781139547369.005
  • Nabayra, J.N. (2022). Mathematics Learning in the New Normal Through Teacher Through Teacher-Created Videos: The Freshmen University Students’ Experience. International Journal of Arts and Humanities Studies, 2(1), 22-27. https://doi.org/10.32996/bjahs.2022.2.1.4
  • Perez, J.C., Bongcales, R.C.A., & Bellen, J.A. (2020). A scoping review on the implementation of the spiral progression approach. Journal of Academic Research, 1(1), 11-22. https://jar.ssu.edu.ph/index.php/JAR/article/view/198
  • Ramakrishnan, N., & Priya, J.J. (2016). Effectiveness of flipped classroom in mathematics teaching. International Journal of Research-Granthaalayah, 4(10), 57-62. https://doi.org/10.29121/granthaalayah.v4.i10(SE).2016.2469
  • Rebaldo, M. A. (2021). Achievement of teachers and grades of private junior high school students of west, Aklan, Philippines. ResearchJet Journal of Analysis and Inventions, 2(11), 59-68. https://doi.org/10.17605/OSF.IO/B49ZU
  • Reingold, H., Danoff, C. J., & Pierce, C. (Eds) (2015). The peeragogy handbook. (3rd ed., 1-290). PubDomed and Pierce Press. https://peeragogy.org/Peeragogy.io-3/peeragogy-3-0-beta3.pdf
  • Rocha, A. V., & Mondelli, M. F. C. G. (2020). Applicability of the ear measurement for audiological intervention of tinnitus. Brazilian Journal of Otorhinolaryngology, 86(1), 14-22. https://doi.org/10.1016/j.bjorl.2018.07.010
  • Rozgonjuk, D., Kraav, T., Mikkor, K., Orav-Puurand, K., & That, K. (2020). Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning. International Journal of STEM Education, 7(46), 1-11. https://doi.org/10.1186/s40594-020-00246-z
  • Saloviita, T., & Pakarinen, E. (2021). Teacher burnout explained: teacher-, students-, and organization-level variables. Teaching and Teacher Education, 97(103221), 1-14. https://doi.org/10.1016/j.tate.2020.103221
  • Siachifuwe, M. (2017). Teacher based factors influencing academic performance among learners in open learning classes at Twin Palm Secondary School, Lusaka, Zambia. International Journal of Humanities and Social Sciences, 4, 96-101. https://doi.org/10.20431/2349-0381.0412012
  • Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: implications for STEM education. EURASIA Journal of Mathematics, Science and Technology, 16(7), 1-6. https://doi.org/10.29333/ejmste/7893
  • Smriti, A. (2018). Item analysis. International Journal of Nursing Science Practice and Research, 4(2), 6-7. https://doi.org/10.37628/ijnspr.v4i2.813
  • Tan, J.S.T. (2017). Factors affecting stress among faculty members of public universities in the Philippines: a multiple regression analysis. Internatioal Journal of Psychological Studies. 9(3), 64-78. http://doi.org/10.5539/ijps.v9n3p64
  • Temelo, D.R.T., & Sillorequez, E.Y. (2013). Development of training design and materials to enhance grade 7 mathematics teachers’ competencies. WVSU Research Journal, 2(2), 32-42. https://ejournals.ph/article.php?id=11857
  • Ulker, M., Gungor, H., & Cakiroglu, Y. (2021). The effect of conduction activities with native language and video learning on academic success in teaching. Scientific Research Publishing, 12(5), 1169-1185. https://doi.org/10.4236/ce.2021.125087
  • Wang, M. J. & Kang, J. (2006). Cybergogy of engaged learning through information and communication technology: A framework for creating learner engagement. In D. Hung & M. S. Khine (Eds.), Engaged learning with emerging technologies (pp. 225-253). New York: Springer Publishing. DOI: 10.1007/1-4020-3669-8_11
  • Wei, X., Cheng, I., Chen, N., …, Zhai, X. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68. https://dx.doi.org/10.1007/s11423-020-09752-x
  • Yilmaz, C., Bulus, H., Oguztuzun, S., Cihan, M., & Fidan, C. (2020). The activities of GST isozymes in stomach tissues of female obese patients. Turk J Biochem, 45(6), 883-889. https://doi.org/10.1515/tjb-2020-0235
There are 43 citations in total.

Details

Primary Language English
Subjects Educational Psychology
Journal Section Research Articles
Authors

Sherwin Batilantes 0000-0001-8868-0511

Project Number NOT APPLICABLE
Publication Date January 1, 2023
Published in Issue Year 2023

Cite

APA Batilantes, S. (2023). Unleash the Untaught Learning Competencies through Online, Shareable, and Offline Video Lectures in the Philippines. The Universal Academic Research Journal, 5(1), 27-38. https://doi.org/10.55236/tuara.1066049
AMA Batilantes S. Unleash the Untaught Learning Competencies through Online, Shareable, and Offline Video Lectures in the Philippines. The Universal Academic Research Journal. January 2023;5(1):27-38. doi:10.55236/tuara.1066049
Chicago Batilantes, Sherwin. “Unleash the Untaught Learning Competencies through Online, Shareable, and Offline Video Lectures in the Philippines”. The Universal Academic Research Journal 5, no. 1 (January 2023): 27-38. https://doi.org/10.55236/tuara.1066049.
EndNote Batilantes S (January 1, 2023) Unleash the Untaught Learning Competencies through Online, Shareable, and Offline Video Lectures in the Philippines. The Universal Academic Research Journal 5 1 27–38.
IEEE S. Batilantes, “Unleash the Untaught Learning Competencies through Online, Shareable, and Offline Video Lectures in the Philippines”, The Universal Academic Research Journal, vol. 5, no. 1, pp. 27–38, 2023, doi: 10.55236/tuara.1066049.
ISNAD Batilantes, Sherwin. “Unleash the Untaught Learning Competencies through Online, Shareable, and Offline Video Lectures in the Philippines”. The Universal Academic Research Journal 5/1 (January 2023), 27-38. https://doi.org/10.55236/tuara.1066049.
JAMA Batilantes S. Unleash the Untaught Learning Competencies through Online, Shareable, and Offline Video Lectures in the Philippines. The Universal Academic Research Journal. 2023;5:27–38.
MLA Batilantes, Sherwin. “Unleash the Untaught Learning Competencies through Online, Shareable, and Offline Video Lectures in the Philippines”. The Universal Academic Research Journal, vol. 5, no. 1, 2023, pp. 27-38, doi:10.55236/tuara.1066049.
Vancouver Batilantes S. Unleash the Untaught Learning Competencies through Online, Shareable, and Offline Video Lectures in the Philippines. The Universal Academic Research Journal. 2023;5(1):27-38.