Philippine E-Journals

CONTEXTUAL EFFECTS OF VIDEO TUTORIALS ON THE ACADEMIC PERFORMANCE OF STEM STUDENTS IN GENERAL CHEMISTRY

Sherry V. Mecida | Krisna Rika O Barron | Henry E. Lemana II | Andre Eldridge O Oberez | Alraiza K Sampulna | Sheryn Mae M Huesca | Sabrie K Bailan | Mike Jones E Sajorga | Tristan Kyle O Sarceda | Queenie Rose T Teniero | Orczy Louis Edniel W Baculi

 

Abstract:

As schools publicly modernize in response to societal changes, additional teaching and learning methods are developed, observed, and used since learners have different learning styles that make it easier for them to grasp and retain the material. During the COVID-19 pandemic, teachers require different media to keep the classroom involved while presenting the lesson materials online, one of which is video tutorials. The purpose of this study was to analyze the extent of contextual effects of video tutorials used in general chemistry, determine the relationship between video tutorial effectiveness and the respondents' academic performance, and analyze the significant difference between the four indicators of contextual effects of video tutorials and the respondents' profile. A descriptive-correlational quantitative research design was used in this study. The participants in this study were 144 Grade 12 STEM students from a private school in Sultan Kudarat, Philippines, who took their general chemistry course during the pandemic. The respondents were given a survey questionnaire created with Google Forms. The students agreed with all the assertions and rated them as effective in terms of their perceptions of general chemistry, implying that video tutorials are useful in teaching the subject. With p-values of .023, .046, and .010, respectively, the findings revealed a significant relationship between the overall mean of students' perceptions of the subject of General Chemistry, the concept and application of chemical knowledge and understanding, and their influence on students' academic performance. In terms of their perception, ideas, and application of chemical knowledge and comprehension, the results demonstrated that there is no statistically significant difference between the general mean of male and female students' responses. This basically means that by using video lectures, STEM students of all genders appreciate and understand General Chemistry as a subject.