Effectiveness of DepEd Videos in Improving Critical Thinking Skills during Asynchronous Sc, Summaries of Science education

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USE OF DEPED VIDEOS AND ITS EFFECT ON CRITICAL

THINKING SKILLS DURING THE ASYNCHRONOUS

CLASSES IN GRADE 10 SCIENCE

Ericha E. Solomon

Jerbbie Melbren P. Escalicas

1 Jose P Laurel Sr High School

USE OF DEPED VIDEOS AND ITS EFFECT ON CRITICAL

THINKING SKILLS DURING THE ASYNCHRONOUS

CLASSES IN GRADE 10 SCIENCE

Ericha E. Solomon

Jerbbie Melbren P. Ecalicas

1 Jose P. Laurel Sr High School

Abstract: One of most disrupted arrays of activities worldwide was the education sector. The overall landscape of learning has changed significantly because of the COVID-19 pandemic. This action research focused on the utilization of DepEd videos as supplementary material during the asynchronous classes in Grade 10 in their blended learning in Science. This study used quasi- experimental method for studying the use of DepEd videos during the asynchronous classes and its effect on the critical thinking skills of selected Grade 10 Science learners of Jose P. Laurel Sr. High School of Milagrosa, Quezon city as research subjects. The research questions were based on the performance of selected respondents with regards to before and after the application of the DepEd videos approach. The main purpose was to find the degree of significant difference between the critical thinking skills of the student-respondents before and after attending the integration of DepEd video lessons. The t-test was utilized to determine the statistical results. In the final findings, the researchers concluded that for the two weeks of pretests and posttests, the null hypothesis was rejected. Therefore, DepEd videos were significantly effective as supplementary material during asynchronous classes than SLEM and it has significant effect in the critical thinking skills of the learners. Keywords : education, Science, DepEd videos, video lessons, Grade 10 learners, COVID-19 pandemic, blended learning, quasi-experimental

Introduction

Science is a challenging subject for students to learn in face-to-face classes especially that we're a midst the COVID-19 pandemic. In the new normal, we only have limited resources that could help learners in mastering the contexts at their own pace. Nowadays, as teachers, we need to seek for alternative resources that would catch their interests and they could easily understand the lessons. The use of video lessons as teaching materials has been investigated as a reasonable solution for delivering the intended, increasing success and decreasing failure (Rabab El-Sayed, 2013). It encourages students to learn more effectively and improves their grades (Lobrin, 2018). Students have the benefit of being able to access their schedules and studies at any time and from any location. Moreover, this will encourage students to learn on their own and provide added value by making better use of class time (Afnan O Al-Zain, 2021).

In 2021, the Department of Education issued the Joint Memo no. 002, s.2021 or Maximizing the Use of DepEd TV and other Learning Delivery Modalities. As the new school year 2021-2022 begins, the Undersecretaries of Administration, Curriculum and Instruction, and Field Operations emphasize the importance of maximizing the use of DepEd TV as part of the Basic Education-Learning Continuity Plan's learning delivery modalities (BE-LCP). To enhance students' learning experiences, all regional and division personnel were enjoined to actively promote the usage of DepEd TV in combination with other distance learning delivery modalities. Teachers are also requested to produce a quarterly report on the usage of DepEd TV in the new normal as part of their teaching methods. DepEd videos offer a way to accommodate a variety of students' learning styles. More interactive elements were added to the episodes to keep students' attention and help them achieve the desired competencies. Carmichael (2021) mentioned that most of the students’ time is being spent on social media and watching videos. Then, we could use video lessons to help them easily comprehend the lessons. In the Covid 19 epidemic, teaching and learning are exceedingly challenging. The majority of Jose P. Laurel's teachers are often unable to record their video lessons and must rely on the website's video lessons. Researchers also discovered that in distance learning, the majority of students in Grade 10 struggle to grasp science concepts. Several researches, such as Afnan (2021), Bullo (2021), and Lobrin (2018) on the use of video lessons, investigated various ways for improving student learning. When video lessons were used, students' cognitive abilities and knowledge retention improved. Thus, the researchers employed DepEd videos as supplementary material during asynchronous Grade 10 Science sessions to see if the students' critical thinking skills have improved as a result of the adapted material. The result of this study will help to improve the scientific literacy of the students and teaching strategies. This will also lead the schools to collaborate with different subject areas to help in the preparation for every academic year just in case the students will go back to online or blended learning modality. In addition, this study will provide information to help future Science teachers to prepare their lessons or be a reference to their study or research.

Research Questions

This research aims at investigating the effectiveness of using DepEd videos during asynchronous classes on critical thinking skills of Grade 10 students. In particular this study pursued to answer the following questions:

1. What is the demographic profile of the students according to their: 1.1. age 1.2. sex 1.3. preferred device in watching the DepEd videos
2. What are the results of the two groups of respondents in the pretest and posttest? 2.1. Control group 2.2. Experimental Group
3. Is there a significant difference between the results of pre-test and post-test of the two groups and in using DepEd Videos as supplementary materials in Grade 10- Science? Author: Ericha E. Solomon and Jerbbie Melbren P. Escalicas, Jose P. Laurel Sr High School, Milagrosa, Quezon city, Metro Manila, Philippines; emails: [email protected]

Methods

The researchers initially identified participants in the first phase. The selected participants were from Grade 10 students. The second phase involved the dissemination of videos and digitalized modules to students. During the third quarter, the students were given DepEd videos and SLEMs that are good for two weeks. There were two sections, one with SLEM content and the other with Deped video. The assessment phase was the third stage and good for two weeks. The experimental group took an online pre-test before watching a Deped video and answering a post-test. While the control group was given a pretest and SLEM materials, as well as post-test questions. The gathering was the fourth phase. The teacher collected the results of two sections' pretest and posttests, with different supplementary materials. In an experimental design, matched random sampling was used to equate the groups on one or more characteristics (Thomas, 2020). The researchers decided to use the Grade 10 students from sections Brass and Silver who are heterogeneous. The students from 10-Brass served as the control group and 10-Silver was the experimental group. These two sections consist of some students who have difficulty in developing their ability to reason scientifically. However, each section consists of a minimum of 50 students. Thus, the researchers used random sampling in choosing the students from each section. Only 15 students from each section were selected to participate in the study. Quasi-experimental design has been a common research method used for centuries. Pre-test and post-test design are a form of quasi-experimental research that allows for an uncomplicated assessment of an intervention applied to a group of study participants, (Harris, 2006). Hence, this action research utilized the quasi-experimental design since its main purpose was to determine the efficacy of using the DepEd videos as supplementary materials in teaching asynchronous classes in Science 10 and its effect on the critical thinking skills of the students. The control group received the SLEM coming from the Schools Division Office of Quezon city while the experimental group was given DepEd videos as their supplemental materials during their asynchronous classes. The results of the pre- test and the post-test were compared to determine whether using DepEd videos as supplementary material is effective or not. Before conducting the research, the researchers asked permission from the Principal of Jose P. Laurel Sr High School to conduct the study through a letter. The adopted materials from the DepEd NCR modules and other references had been used as the leading instrument to collect data from the respondents; both for the pre-test and post-test. To assess students’ statistical knowledge, a modified multiple-choice test from SLEM was developed and administered. (Delucchi, 2019). Hence, the researchers decided to use 10 item multiple-choice question tests covering the questions on the two lessons of the 3rd quarter of Science 10 which are Protein Synthesis and DNA Mutations. After providing the two sections with different supplementary materials, the control group read the SLEM and the experimental group watched the DepEd videos (E-tulay). Then, answered the 10-item post-tests. There was no discrimination in selecting the participants since the researchers used random sampling in choosing the sample students from the two sections. Through a consent letter that was given to the parents of the students, they were informed that their children were selected as participants of the study in assessing the effectiveness of DepEd Videos as supplementary material in teaching asynchronous classes in Science and the profile of the children was confidential and not disclosed to any non-related parties. Furthermore, no participant got harmed while conducting the study and the participant’s safety was prioritized in the duration of the conduct of the study. The t-test statistical procedure was used when a researcher wants to know whether two group means are different and whether those differences can be shown to be statistically significant. Statistical significance indicates that the outcome of the statistical procedure is rare enough to confirm that the differences observed would not have occurred solely by chance (Allen, 2017).

Paired sample t-test (or dependent t-test) was used to test the difference between the means from two paired groups (such as before-and-after observations on the same subject) (Jones, 2016). Hence, the researchers used the following statistical tools:

1. frequency and percentage were used to present the information on the students’ sex and preferred device in reading SLEM and watching the DepEd videos.
2. arithmetic mean and standard deviation were used on the presentation of pre-test and posttest.
3. paired-sample t-test (two-tailed) was used to test the difference between the students’ pre-test and posttest.

Results

This section presents the data gathered, the results of the statistical analysis done, and the interpretation of the findings. These are presented in tables following the sequence of the specific research problem regarding the level of preparedness of the selected sample students used as the subjects of this study. Graph 1: Profile of the Respondents

The findings of this study show that 11 or 75% of the total respondents’ population ages 16-18 years old while 4 or 25% of them are under the age of 12-15 years old. Graph 2: Gender The findings of this study show that 8 or 56.3% of the respondents are male and only 7 or 43.8% are female. Graph 3: Preferred Device in Reading SLEM or Watching DepEd Videos

The findings of this study show that 11 or 75% of the respondents preferred to use tablet and mobile phones while 3 or 18.8% would rather use laptop and only 1 or 6.3% of them preferred to use personal computer in reading SLEM or watching DepEd videos. Based on the gathered and analyzed data, the researcher found out the following: Table 1 T-test: Paired two sample for means in week 1 grade 10-Silver (experimental group) Pre-test Post-test Mean 5.13 6. Standard Deviation 2.016 1. Observations 15 15 df 14 14 t-Stat -1.99 -1. t-critical value (two tailed) -1.763 -1. This table shows the mean and standard deviation of the pretest and posttest scores in week 1 of the students in Grade 10-Silver (experimental group). The standard deviation also shows that the responses are spread out around the mean. Also, the posttest mean is higher than the pretest which implies that there’s an improvement in their critical thinking skills in Science after using DepEd videos as their supplementary material during their asynchronous classes. Table 2 T-test: Paired two sample for means in week 1 grade 10-Brass (control group) Pre-test Post-test Mean 6.4 5.

Standard Deviation 1.055 1. Observations 15 15 df 14 14 t-Stat 1.293 1. t-critical value (two tailed) 1.763 1. This table shows the mean and standard deviation of the pretest and posttest scores in week 1 of the students in Grade 10-Brass (control group). The standard deviation also shows that the responses are spread out around the mean. Also, the posttest mean is lower than the pretest which implies that there’s no improvement in their critical thinking skills in Science after using SLEM or modular approach as their supplementary material during their asynchronous classes. Table 3 T-test: Paired two sample for means in week 2 grade 10-Silver (experimental group) Pre-test Post-test Mean 4.53 6. Standard Deviation 2.44 1. Observations 15 15 df 14 14 t-Stat -2.055 -2. t-critical value (two tailed) -1.763 -1. This table shows the mean and standard deviation of the pretest and posttest scores in week 2 of the students in Grade 10-Silver (experimental group). The standard deviation also shows that the responses are spread out around the mean. Also, the posttest mean is higher than the pretest which implies that there’s a consistent improvement in their critical thinking skills in Science after using DepEd videos as their supplementary material during their asynchronous classes. Table 4

T-test: Paired two sample for means in week 2 grade 10-Brass (control group) Pre-test Post-test Mean 4.07 3. Standard Deviation 2.40 1. Observations 15 15 df 14 14 t-Stat 1.053 1. t-critical value (two tailed) 1.763 1. The last table shows the mean and standard deviation of the pretest and posttest scores in week 1 of the students in 10-Brass (control group). The standard deviation also shows that the responses are spread out around the mean. Also, the posttest mean is lower than the pretest which implies that there’s no improvement in their critical thinking skills in Science after using SLEM or modular approach as their supplementary material during their asynchronous classes. The coverage of the lesson was the information stored in DNA as being used to make proteins and how changes in a DNA molecule may cause changes. The practical significance or value can be best seen as gained across the percentage range from lower in pretest and higher in posttest as indicated in week 1 and 2. The t- computed values for experimental group for weeks 1 and 2 are -1.99 and -2.055 which are beyond the critical value of -1.763 at 0.05 level of confidence with 14 degrees of freedom. The t-computed values for control group for weeks 1 and 2 are 1.293 and 1.053 which are less than the critical value of 1.763 at 0.05 level of confidence with 14 degrees of freedom. Therefore, the null hypothesis is rejected in favor of the research hypothesis. This means that there is a significant difference between the results of pre-test and post-test of the two groups and in using DepEd Videos as supplementary materials in Grade 10- Science.

Discussion

Based on the data presented, the researchers therefore concluded, that for all weeks of pretests and posttest, the null hypothesis was rejected on the utilization and intervention of DepEd videos as supplementary materials during their asynchronous classes which tells us that the difference between their means was statistically significant in improving their critical thinking skills in Science and accepted the null hypothesis on SLEM approach which tells us that the difference between their means was not statistically significant improving their critical thinking skills in the said subject. DepEd videos were more effective in all learning competencies though SLEM modular approaches in some areas were also effective to students as supplementary material. DepEd videos helped students better understand, able to not only solve problems but also come up with new and creative ideas to do so even without the help of a teacher. Thus, given the information and data, using DepEd videos during their asynchronous classes will result in an effective development of Critical and Reflective thinking skills even they will be in a flipped classroom.

Primarily in Jose P. Laurel Sr. High School, the teachers within the school will be disseminated with the information taken from output of this research through Learning Action Cell (LAC) sessions with the Science teachers and head teacher for the adoption of the strategy employed. The budget for dissemination will be taken from the proposed budget to be approved by this division. The purpose of this is to give light to Science teachers who deal with the students that may have problem in improving their critical thinking skills in Science. Outside of Jose P. Laurel Sr. High School, the researcher together with the help of Schools Division Office of Quezon city will propose research conference about using the DepEd videos as supplementary material during the asynchronous classes in Science. The selection of teacher will be based upon the suggestion of the DepEd personnel of Schools Division of Quezon city. The researcher will also publish it through a reliable research journal. The published output of the action research will be distributed to the selected schools and a copy to the DepEd Schools Division Office of Quezon city. The study will serve as basis for further study or be reference to similar research in literature.

Acknowledgements

This study may not have been into reality without the kind support of many individuals who willingly gave their precious time and participation towards its completion. We would like to extend our gratefulness and appreciation for being part of this journey, for, without them, it would not be possible. Foremost, we would like to offer this endeavor to our God almighty, for the wisdom he bestowed upon us to continue with strength, courage, determination, and perseverance to finish this research. We extend our deepest gratitude to Mr. Doña and Mrs. Ramos for their guidance, patience, shared knowledge, and expertise in this study. We would also like to thank the selected Grade 10 students for giving their time to answer both the pretests and posttests. To our families, relatives, and friends who extend their support to us, nothing would be made possible.

References

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