Exploring Pupil&rsquo;s Acceptance and Satisfaction with Video-Based Learning Material

Mae Charisse  Cagas,

Exploring Pupil’s Acceptance and Satisfaction with Video-Based Learning Material

Discipline: Education

Abstract:

This study assessed the acceptance and satisfaction levels of Grade Six learners in Sierra Bullones District, Sierra Bullones, Bohol, during the School Year 2023-2024, focusing on video-based learning materials. The research aimed to craft an enhanced lesson guide based on the findings. Specifically, it aimed to evaluate the learners' acceptance of video-based materials and measure their satisfaction levels, while also exploring the correlations between perceived usefulness, perceived ease of use, behavioral intention to use, actual usage, and satisfaction. The study employed a descriptive-correlational method, using a quantitative descriptive survey and an adapted questionnaire based on previous studies. Data were collected from Grade 6 learners across five elementary schools in Zone 2 of Sierra Bullones, Bohol, using a structured ten-day data-gathering process. Analysis included weighted mean calculations and Pearson Product Moment Coefficient of Correlation to interpret the findings. Results indicated high levels of acceptance and satisfaction among learners with video-based learning materials, underscoring their perceived usefulness and ease of use. Significant positive correlations were found between these factors and satisfaction, highlighting the materials’ impact on learning outcomes. The study’s findings support the Technological Acceptance Model, emphasizing the importance of designing and implementing effective instructional materials to enhance educational practices and learner satisfaction. Recommendations include continual improvement of materials, educator training, further research on acceptance factors, and exploration of instructional design elements to optimize learner learning experiences.

References:

Ajayi, K., & Ogunyemi, B. (1990). The relationship between instructional resources and students academic performance in selected secondary schools in Ogun State. Journal of Educational Advancement, 25(2).
Angeles, R. (2005). RFID technologies: Supply-chain applications and implementation issues. Information systems management, 22(1).
Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370-380.
Chen, C. M., Wang, Y. H., & Chen, S. Y. (2019). The effects of pedagogical design strategies on learners’ perception of video-based learning materials. Interactive Learning Environments, 27(2), 273-287.
Chen, C. M., Wang, Y. H., & Chen, S. Y. (2020). The effects of video-based learning on mathematics achievement and perceived learning engagement in a flipped classroom. Computers & Education, 144, 103705.
Chen, C. M., & Huang, Y. M. (2019). Elementary school students’ perceptions and attitude toward video-based instruction. Interactive Learning Environments, 27(5), 572-586.
Ferguson, J. R. (2013). Imagined agency: technology, unpredictability, and ambiguity. Contemporary Music Review, 32(2-3), 135- 149.
Ghee, T. T., & Heng, L. T. (2008). Efficacy of multimedia teaching instruction in elementary Mandarin class. Proceedings of the Third Centre for Language.
Giannakos M, Chorianopoulos K, Chrisochoides N (2015) Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course. The International Review of Research in Open and Distributed Learning, 16(1), 260–283.
Giannakos, M. N. (2013). Exploring the video-based learning research: A review of the literature. British Journal of Educational Technology, 44(6), E191-E195.
Hampton, C. (2002). Teaching practical skills. In A. K. Mishra & J. Bartram (Eds.), Perspectives on distance education: Skills development through distance education (pp. 83–91). Vancouver, Canada: Commonwealth of Learning.
Jung, I. (2005). Innovative and good practices of open and distance learning in Asia and the Pacific (A study commissioned by UNESCO, Bangkok). Retrieved from http://unesdoc.unesco.org/images/0015/001529/152961e.pdf.
Lawrence Neuman, W. (2014). Social research methods: Qualitative and quantitative approaches.
Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403-423.
Mishra, S. (2001). Designing online learning. Vancouver, Canada: Commonwealth of Learning. Retrieved from http://www.col.org/SiteCollectionDocuments/KS2001-02_online.pdf.
Neuman, W. R. (2016). The digital difference: Media technology and the theory of communication effects. Harvard University Press. Osuala, E. C. (2007). Introduction to research methodology. Onitsha: African – FEP Publishers.
Parojenog, R. C. Modified Automated Grading Tool for Senior High School Advisers.
Reiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design. Educational technology research and development, 49(2), 57-67.
Rivera, A. T. (2022). Assessment of Student’s Acceptance and Satisfaction Using Video-Based Instruction in Teaching Science. Interdisciplinary Journal of Applied and Basics Subjects, 2(6), 1-8.
Schepers, J., & Wetzels, M. (2007). A meta-analysis of the technology acceptance model: Investigating subjective norm and moderation effects. Information & management, 44(1), 90-103.
Tooth, T. (2000). The use of multimedia in distance education. Vancouver, Canada: Commonwealth of Learning. Retrieved from http://www.col.org/SiteCollectionDocuments/KS2000%20multimedia.pdf.
Varnhagen, S., & Fuchs, A. (2004). CANARIE E-learning Program. Final Report of the Evaluation Team: Education Evaluation Sub Group. Edmonton: University of Alberta. Retrieved from the Internet on October, 29, 2004.
Wang, C. Y., & Hsu, C. K. (2018). An empirical study on the influence of video-based learning on students’ learning motivation and academic achievement. Journal of Educational Technology & Society, 21(4), 223-236.
Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27.