Video-Based Instruction as a Learning Remediation Strategy in Teaching Laws of Thermodynamics Among Prospective Science Teachers
DOI:
https://doi.org/10.55687/ste.v2i1.41Keywords:
Laws of Thermodynamics, Learning Remediation Strategy, Prospective Science Teachers, Video-Based InstructionAbstract
This study examined the effectiveness of Video based instruction as a learning remediation strategy in teaching Laws of Thermodynamics among Prospective Science Teachers of Bulacan State University. The researchers employed one – group pretest – posttest design to assess the thirty- five (35) prospective science teachers who were purposively selected. More so, data was gathered through research – made- pretest-posttest achievement test and adapted Likert survey questionnaire. The data was treated descriptively and inferentially. The findings showed that video-based instruction (VBI) as a learning remediation strategy had a positive effect on the achievement of the pre – service teachers’, as evidenced by the significantly greater mean in the posttest than in the pretest. In addition, data shows that there is a significant difference between the pretest and posttest in teaching the laws of thermodynamics. Looking on the ease of use of video – based instruction as learning remediation in teaching laws of thermodynamics in terms of pedagogical content, individual learning focus, ability to work at own pace and increased engagement was observed strongly effective. The learning achievement of the prospective science teachers was significantly related to the ease of use of video-based instruction (VBI) as a learning remediation. However, it was observed to have a high positive association. Future utilization of Video Based instruction to enhance the prospective science teacher’s competence in the utilization of the Video Based instruction in teaching science subjects.
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