Design, development, and implementation of the VLAFC model: Improving student's cognition, engagement, and self-regulation

Date of Publication

3-2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Physics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Lydia S. Roleda

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Auxencia A. Limjap
Salvacion J. Pacheco
Robert C. Roleda
Frederick T. Talaue

Abstract/Summary

The Covid-19 pandemic has changed the mode of education as we know it. Face-to-face schools are off; distance learning is on. Unfortunately, distance learning has its downside. It prevents students from easy access to the learning environment, learning resources, and their teachers. Students are now held responsible for their learning more than ever. In response, the researcher created a teaching model to solve the most faced problems in distance learning. The VLAFC (Video Lecture-Accompanied Flipped Classroom) Model is this teaching model. In this model, the video lectures have embedded features that can engage students, enhance cognition, and develop self-regulation. The video lectures were designed and validated using the ADDIE model. To test the effectiveness of the VLAFC teaching model, two participating universities received the intervention. There were 30 CVLs (15 Filipino and 15 English) in 15 topics in General Physics 1, were validated and were distributed. Each university provided data from student portfolios, teachers’ observation notes, and researcher-made survey questionnaires. The student participants perceived the CVLs with good audio-visual quality as effective in delivering the subject matter's content, engaging the students, promoting active learning, and raising cultural awareness. CVLs also brought about positive emotions to students and help them regulate their learning. Based on the test statistics and thematic analysis of the participants' lived experiences, the VLAFC Model effectively improved students’ cognition, engagement, and self-regulation. The next cycle for this action research focuses on disseminating the model by training and giving seminars to as many educators as possible. As for the CVLs, they can be tested to accompany different teaching strategies to maximize their usefulness.

Abstract Format

html

Language

English

Format

Electronic

Physical Description

144 leaves

Keywords

Distance education--Audio visual aids; Teaching--Audio visual aids

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Embargo Period

4-21-2023

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