Document Type
Paper presentation
School Name
Aplaya National High School
School Code
ARCH00020
Abstract / Executive Summary
Addressing learners' least learned competencies through intervention programs is crucial because it requires strategic lesson planning and authentic assessments to achieve the desired learning outcomes. Currently, there are no attempts to use video lessons as learning intervention material to address the least learned competencies in Earth and Life Science. Thus, this action research explores using Edpuzzle as an innovative learning intervention material to address the least learned Earth and Life Science competencies among Aplaya National High School students. Focusing on the challenges in achieving mastery of metamorphism, the study identified the learning gaps using item analysis and mean percentage scores (MPS). The intervention was conducted among 30 Grade 11 students divided into two groups: one using the Edpuzzle video-based lessons and the traditional remediation. The post-test measured their level of mastery for both groups, while a questionnaire captured their level of perception. Results revealed that the Edpuzzle group significantly performed better than the traditional group, with an MPS of 73.33 compared to 42.67. Students who utilized the Edpuzzle found the online platform to be engaging, effective, and suited to their needs, with a mean perception of 3.41 (Strongly Agree). Statistical tests showed a significant difference between the groups, which suggests that the higher average scores of the Edpuzzle group indicate its potential to boost engagement and mastery. The findings will serve as a guide in developing intervention materials that can address the least learned competencies and foster the diverse needs of the learners across different learning modalities.
Keywords:
Edpuzzle; learning intervention material; least learned competencies; remediation; science lesson
Using Edpuzzle as Learning Intervention Material in Addressing the Least Learned Competencies in Earth and Life Science
Addressing learners' least learned competencies through intervention programs is crucial because it requires strategic lesson planning and authentic assessments to achieve the desired learning outcomes. Currently, there are no attempts to use video lessons as learning intervention material to address the least learned competencies in Earth and Life Science. Thus, this action research explores using Edpuzzle as an innovative learning intervention material to address the least learned Earth and Life Science competencies among Aplaya National High School students. Focusing on the challenges in achieving mastery of metamorphism, the study identified the learning gaps using item analysis and mean percentage scores (MPS). The intervention was conducted among 30 Grade 11 students divided into two groups: one using the Edpuzzle video-based lessons and the traditional remediation. The post-test measured their level of mastery for both groups, while a questionnaire captured their level of perception. Results revealed that the Edpuzzle group significantly performed better than the traditional group, with an MPS of 73.33 compared to 42.67. Students who utilized the Edpuzzle found the online platform to be engaging, effective, and suited to their needs, with a mean perception of 3.41 (Strongly Agree). Statistical tests showed a significant difference between the groups, which suggests that the higher average scores of the Edpuzzle group indicate its potential to boost engagement and mastery. The findings will serve as a guide in developing intervention materials that can address the least learned competencies and foster the diverse needs of the learners across different learning modalities.
