g4 miranda exploring video clip

7/31/2019 G4 Miranda Exploring Video Clip

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Background Methodology

Results and Discussion Conclusions and

Recommendations


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Ryan Deci


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Mike Muir, 2001


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RESEARCH PARADIGM

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STATEMENT OF THEPROBLEM

1. What are the students perceptions of their

learning environment in terms of:

1.1. student/ teacher relationship?

1.2. support for learning?


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2. What are the students perceptions of their learning

experience in terms of:

2.1. attitude towards making the videoclip presentation?

2.2. attitude towards the concept test?

3. What are the students motivations in studying science

concepts such as persistent organic pollutants?

4. Is there a significant difference between;4.1. the pre-test and post-test scores of the students?

4.2. the concept test scores and video clip scores of students with

different learning styles?


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SIGNIFICANCE OF THE STUDYThe researcher seeks to help the following:

1. Pre-service and in-service science teachers ,

by employing a learner-centered approach by using windows moviemaker to help advocate for the awareness regarding the detrimental

effects of persistent organic pollutants. Moreover, the concept test can be

replicated by educators to assess the understanding regarding persistent

organic pollutants.

2. The students,

for knowing and understanding the effects of persistent organic pollutants

and use their major courses in the advocacy to perform the preventive

measures and lastly, the general public, who in one way or the other aredirectly exposed with POPs.


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SCOPE AND DELIMITATIONS

1. The study is focused mainly on the video

output of the Ecology and EnvironmentalChemistry students of De La Salle- College

of St. Benilde enrolled during 2nd trimester

of 2008-2009 (September-December 2008).

2. The videos that depict the worsening

environmental condition due to persistent

organic pollutants through windows

moviemaker.


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3. The researcher conducted a 20-item two-tier

multiple choice concept test about POPs which weregiven prior to and after the POPs video clip

presentation.

4. The students were asked about their perceptions

regarding performance assessment task and the

concept test.

5. The student teacher assessment report from De La

Salle-College of St. Benilde-Center for Learning and

Performance Assessment (DLS-CSB CLPA) was

used to describe the student/ teacher rapport.


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Environmental

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subjects offeredamong non-Science

major students of

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MEANINGFUL EXPERIENCE OF THE

PARTICIPANTS


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MeanPair1two tier pre-test 33.05two tier post-test 35.34


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Paired Samples Test

Paired Differences

Mean df Sig. (2-tailed)Pair 2

two tier pre-test two tier post-test -2.290 99 .044

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*. The mean difference is significant atthe 0.05 level.

Multiple Comparisons (Post Hoc analysis)


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Multiple Comparisons (Post- Hoc analysis)

Dependent Variable(I) Learning

styles(J) Learning

styles Sig.2 tier pre-test LSD Auditory tactile .743

visual .394Tactile auditory .743

visual .195Visual auditory .394

tactile .1952 tier post-

testLSD Auditory tactile .356

visual .140Tactile auditory .356

visual .744Visual auditory .140

tactile .744Video LSD Auditory tactile .487

visual .235Tactile auditory

.487visual .036Visual auditory .235

tactile .036*. The mean difference is significant at the 0.05 level.

CO C S O S


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CONCLUSIONSCONCLUSIONS

1.The very satisfactory performance of the teacher based on the

student-teacher assessment report suggests that the teacher is

effective as the facilitator of learning in the classroomenvironment.

2. The students have a very positive perception in the

preparation of the videoclip. They believe that the videoclip is agood alternative for concept test to gauge their learning

regarding persistent organic pollutants. However, students still

believe that the concept test is the best way of gauging their

knowledge regarding persistent organic pollutants.

CONCLUSIONS


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CONCLUSIONSCONCLUSIONS

3. The students consider the bonding with their groupmates as the

best motivating factor for them to create a good videoclip.

4. The students get high scores in their videoclip presentation.This suggests that they are more interested in creating the video

rather than preparing for the concept test.


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CONCLUSIONSCONCLUSIONS6. The significant difference in the mean pre-test and post-testscores (in favor of the post-test) of the students suggests that

videoclip presentation and their prior knowledge regarding POPsenhanced their memory in answering the concept test.

7. The visual learners benefitted the most in the concept test and

the videoclip presentation as revealed by their scores. This meansthat their learning habits match the way they prepared for the

concept test and the videoclip better compared to other learning

styles.

RECOMMENDATIONSRECOMMENDATIONS


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1. The participation of more science teachers to conduct team

teaching and involve majority if not all of the students enrolled

in Environmental Chemistry and Ecology in the course of the

study.

2. Future researchers/ educators to have more time allotment for

the preparation of the video. In this manner, the respondents

will have more time to visit relevant places and interview moreexperts regarding persistent organic pollutants. It is also

recommended that more test items will be incorporated in the

2-tier concept test to provide the students with more

comprehensive questions regarding persistent organic

pollutants.



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3. The students to come up with an individual audio-

visual presentation rather than by group. In this manner,

t-Test can be used to compute if there is a significant

difference between concept scores and the video clip

scores.

4. Aside from the individual learning styles, the

researcher should include the multiple intelligence as

part of the experience component of meaningful engagedlearning.


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