Contextualized Recorded Video Lectures in Basic Trigonometry for Ninth Grade Learners

Abstract

A world enemy, this time invisible, engendered a global shutdown. COVID-19 pandemic has wrought havoc specifically on the education sector, thereby leaving face-to-face teaching and learning suspended. Modular Distance Learning is one of the modalities and throughout its implementation, different challenges arose. This study developed Contextualized Recorded Video Lectures as a supplement material to the Department of Education’s self-learning modules and investigated the ninth-graders achievement level and perception of its implementation. Learners find video lessons to be a great help in their self-regulated learning. They perceived that contextualization of lessons through recorded video lectures makes learning easier, more meaningful, and relevant as reflected in their responses to the perception questionnaire which were then supported by a short interview. This study employed a mixed method of research that is a quantitative method with qualitative support. The achievement test was used to measure the learners' achievement level. The results revealed that thirty-three percent (33%) and eighty-six percent (86%) of the learners in the control and experimental groups respectively improved their achievement levels.

Keywords: Achievement Level, ADDIE Model, Basic Trigonometry, Contextualization, Contextualized Recorded Video Lectures (CRVLs), Modular Distance Learning, Video-Based Learning

DOI: 10.7176/JEP/14-3-10

Publication date: January 31^st 2023