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

Öz

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.

Anahtar Kelimeler

• Flipped online videos
• Flipped shareable videos
• Flipped offline videos
• Ancillary services
• Unattained learning competencies

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

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

Keywords

• Mathematics Learning
• Video Lectures
• Philippines

References

1. 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
2. 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
3. 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
4. Ariel, B., Bland, M., & Sutherland, A. (2021). Experimental Designs. The SAGE Quantitative Research Kit. SAGE Publications Ltd. https://www.researchgate.net/publication/352038974
5. 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
6. 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
7. 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
8. 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

9. 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/
10. 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
11. 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
12. 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
13. 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-
14. 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
15. 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
16. 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
17. 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
18. Hase, S., & Kenyon, C., (2000). From andragogy to heutagogy’, Ultibase, http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm.
19. 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.
20. 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
21. 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
22. 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
23. 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
24. 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
25. 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
26. 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
27. 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
28. 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
29. 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
30. 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
31. 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
32. 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
33. 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
34. 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
35. 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
36. 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
37. 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
38. 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
39. 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
40. 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
41. 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
42. 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
43. 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