Utilization of Video Blogs (Vlogs) Versus Video Presentations: A Comparison of Learning Gains in Home Economics among Senior High School Learners

Joy  Galicha,; Catherine Bhel  Aguila,

Utilization of Video Blogs (Vlogs) Versus Video Presentations: A Comparison of Learning Gains in Home Economics among Senior High School Learners

Discipline: Education

Abstract:

This study aimed to determine the effectiveness of video blogs compared to video presentations as a teaching method for senior high school students in the Technical-Vocational-Livelihood (TVL) Track, specifically in the Home Economics Strand. Specifically, it assessed the performance of students taught through video presentations (voiceover with animated PowerPoint) and video blogs (educational vlogs or actual demonstration videos), and explored the potential of video blogs as an effective instructional tool, particularly for subjects focused on developing practical skills and knowledge. This study employed a quantitative research design using a quasi-experimental approach. An independent samples t-test was conducted to determine whether there was a significant difference in the performance levels of Grade 12 students between the two teaching methods. Based on the findings, the researcher obtained a p-value of less than 0.001, indicating strong evidence against the null hypothesis and supporting the conclusion that there is a statistically significant difference in post-test scores between the groups studied. The results of the independent samples t-test revealed a computed t-value of -4.914. These findings validate the positive effect of the experimental intervention, which used video blogs, compared to the control group that used video presentations. The experimental group demonstrated significantly higher performance than the control group, suggesting that integrating video blogs into instruction provides students with more realistic and practically relevant learning experiences. This approach fosters enhanced understanding and promotes the application of knowledge in real-life contexts, offering instructional advantages that go beyond those provided by traditional voiceover PowerPoint presentations with animated images.

References:

Cain, S. (2012). Quiet: The power of introverts in a world that can’t stop talking. Crown Publishing Group.
Farooq, I., & Al‐Jandan, B. A. (2015). Effect of video triggering during conventional lectures on final grades of dental students in an oral biology course: A two‐year retrospective study. Journal of dental education, 79(12), 1467-1470.
Guo, P. J., Kim, J., & Rubin, R. (2014, March). 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).
Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in human behavior, 28(3), 820-831. https://doi.org/10.1016/j.chb.2012.01.011
Mayer, R. E. (2009). Multimedia learning (2^nd ed.). Cambridge University Press.
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & education, 147, 103778.
Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). Video-based learning: A critical analysis of the research published in 2003-2013 and future visions. In eLmL 2014, The Sixth International Conference on Mobile, Hybrid, and On-line Learning (pp. 112-119).