Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 5 no. 12 (2024)

Development of Flexible Learning Instruction Through Progressive, Personalized, Engaging and Diversified (FLIPPED) Video Media in Mathematics

Roberto G. Sagge Jr. | Lemar P. Delos Reyes

Discipline: social sciences (non-specific)

 

Abstract:

Video media offers a novel way of learning. With its flexible learning features, such as options for review and accessibility anywhere, individual learning needs are better met. This is advantageous when employed in a flipped learning setup for mathematics instruction, where learners need a significant amount of time to master a lesson. This de-velopmental research design sought to develop flexible learning of instruction through progressive, personalized, engaging, and diversi-fied (FLIPPED) video media as instructional materials for the least learned competencies in Grade 5 Mathematics, focusing on its appli-cation within a flipped classroom paradigm. The study employed a competency-based assessment tool (CBAT) in Mathematics and a re-searcher-made evaluation form for the acceptability of the developed video media as its primary instrument. Findings highlight specific areas of challenges in Mathematics 5, such as formulating rules for se-quence progression, visualizing fraction multiplication, estimating decimal products, identifying base, rate, and percentage, and finding the circumference of a circle. Utilizing the IPO model, the video media was meticulously developed to offer flexible learning that can im-prove mathematics achievement. The video media was rated as “highly acceptable” in terms of its flexible learning, progressive instruction, personalized instruction, learners’ engagement, and diver-sified instruction. The research findings conclude the efficacy of FLIPPED Video Media in addressing learning gaps and fostering a con-ducive learning environment that caters to diverse learning needs. The developed video media represents a paradigm shift in education, showcasing the transformative power of technology to enhance teaching and learning outcomes.



References:

  1. Abolucion, J., & Bacio, S. (2023). 21st century skill-based electronic module for elementary social studies: Analysis, design, and development. International Journal of Innovation Scientific Research and Review, 5(2), 3959–3964. Available at: https://www.journalijisr.com/sites/default/files/issues-pdf/IJISRR-1131.pdf
  2. Acuram, J. (2015). Instructional module and its components. WordPress. https://creativeandhumble.wordpress.com/2015/08/12/instructional-module-and-its-components/
  3. Aguirre, D. (2015). Instructional materials development manual. Social Science Research Network. https://doi.org/10.2139/ssrn.2703250
  4. Ajogbeje, O. J. (2023). Enhancing classroom learning outcomes: The power of immediate feedback strategy. International Journal of Disabilities Sports & Health Sciences, 6(3), 453–465. https://doi.org/10.33438/ijdshs.1323080
  5. Anitah, S. (2009). Educational technology. Surakarta: Yuma Pustaka.
  6. Bacio Jr, S. P., & Sagge Jr, R. G. (2022). Evaluation of the developed and produced computer-generated instructional materials (CGIM) for college geometry. International Journal of Multidisciplinary: Applied Business and Education Research, 3(11), 2329–2342. https://doi.org/10.11594/ijmaber.03.11.19
  7. Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4). https://doi.org/10.1187/cbe.16-03-0125
  8. Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom: Research into edX’s first MOOC. Research & Practice in Assessment, 8, 13–25.
  9. Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research & Development, 61, 563-580. https://doi.org/10.1007/s11423-013-9305-6
  10. Department of Education. (2021). Joint Memo No. 002, s. 2021. Maximizing the use of DepEd TV and other learning delivery modalities.
  11. Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the First ACM Conference on Learning@Scale Conference (pp. 41-50). Association for Computing Machinery. https://doi.org/10.1145/2556325.2566239
  12. Hakala, I., Härmänmaa, T., Laine, S., & Myllymäki, M. (2017). How do students blend their studies based on time and place? EDULEARN17 Proceedings, 2481-2489. https://doi.org/10.21125/edulearn.2017.1520
  13. Husain, C. (2014). The use of ICT on learning in senior high school of Muhammadiyah Tarakan. Jurnal Kebijakan dan Pengembangan Pendidikan, 2(2), 184-192.
  14. Karabulut-Ilgu, A., Jaramillo, C. N., & Jahren, C. T. (2017). A systematic review of research on the flipped learning method in engineering education: Flipped learning in engineering education. British Journal of Educational Technology, 49(3), 398-411. https://doi.org/10.1111/bjet.12548
  15. Madeline. (2017). Flipped classrooms. Learning Theories. https://www.learning-theories.com/flipped-classrooms.html
  16. Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
  17. Mayer, R. E. (2014). Multimedia instruction. In J. Spector, M. Merrill, J. Elen, & M. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 385-399). Springer. https://doi.org/10.1007/978-1-4614-3185-5_31
  18. Mayer, R. E., Moreno, R., & Sweller, J. (2015). E-learning theory. Learning Theories. https://www.learning-theories.com/e-learning-theory-mayer-sweller-moreno.html
  19. Myllymäki, M., Härmänmaa, T., & Hakala, I. (2019). Evaluation of an educational video production environment. 29th Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE), 1-6. https://doi.org/10.1109/EAEEIE46886.2019.9000466
  20. Nabayra, J. (2023). Teacher-made videos as learning tool in elementary statistics during the pandemic. International Journal of Information and Education Technology, 13(1). http://www.ijiet.org/show-184-2363-1.html
  21. Paler-Calmorin, L., & Calmorin, M. A. (2007). Research methods and thesis writing (2nd ed.). Rex Book Store.
  22. Puspitarini, Y. D., & Hanif, M. (2019). Using learning media to increase learning motivation in elementary school. Anatolian Journal of Education, 4(2), 53-60. https://doi.org/10.29333/aje.2019.426a
  23. Richey, R. C., Klein, J. D., & Nelson, W. A. (2004). Developmental research: Studies of instructional design and development. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 1099–1130). Lawrence Erlbaum Associates Publishers.
  24. Richey, R. C., & Klein, J. D. (2005). Developmental research methods: Creating knowledge from instructional design and development practice. Journal of Computing in Higher Education, 16, 23-38. https://doi.org/10.1007/BF02961473
  25. Sagge, R., & Divinagracia, J. L. (2023). Enhancing students’ least learned competencies in basic calculus through Vodcast. International Journal of Innovation Scientific Research and Review, 5(2), 3944–3948. Available at: http://www.journalijisr.com/sites/default/files/issues-pdf/IJISRR-1126.pdf
  26. Sagge, R., & Segura, R. (2023). Designing and developing video lessons in mathematics using code-switching: A design-based research. International Journal of Information and Education Technology, 13(9), 1391–1398. http://www.ijiet.org/show-192-2550-1.html
  27. Sanaky, H. A. (2009). Learning media. Yogyakarta: Safiria Insania Press.
  28. Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definition and domains of the field. Association for Educational Communications and Technology.
  29. Teachthought Staff. (2014). The definition of the flipped classroom. https://www.teachthought.com/learning/definition-flipped-classroom/
  30. Traynor, K. (2020). Student production of pencasting e-learning videos: What drives engagement? International Journal of Management and Applied Research, 7(3), 319-339. https://doi.org/10.18646/2056.73.20-023
  31. University of Washington. (2022). Flipping the classroom. https://teaching.washington.edu/topics/engaging-students-in-learning/flipping-the-classroom/
  32. Zhang, D., Zhou, L., Briggs, R., & Nunamaker, J. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information and Management, 43(1), 15–27. https://doi.org/10.1016/j.im.2005.01.004 

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic