Undergraduate students’ knowledge, attitudes, and practices towards the use of instructional videos in organic chemistry

Paper Details

Research Paper 03/02/2024
Views (600) Download (51)
current_issue_feature_image
publication_file

Undergraduate students’ knowledge, attitudes, and practices towards the use of instructional videos in organic chemistry

Leonielyn G. Malicay
Int. J. Biomol. & Biomed.18( 1), 1-8, February 2024.
Certificate: IJBB 2024 [Generate Certificate]

Abstract

The integration of instructional videos has become more rampant as the technology continues to evolve, bringing major changes to teaching and learning. Instructional videos brought a great impact on teaching and learning for they gave students and teachers as alternative way of delivering instruction and as well as learning Organic Chemistry concepts in an easy way. This study determined the knowledge, attitudes and practices of undergraduate students towards the use of instructional videos in Organic Chemistry. Further, it also ascertained in determining the significant difference on the students’ knowledge, attitudes, and practices based on their age, sex, year level, campus, and program. A descriptive research design was used in the study. It is deemed appropriate in order to determine the extent of the students’ knowledge, attitudes, and practices towards the use of instructional videos in Organic Chemistry based on their demographic variables. Findings of this study revealed that students are knowledgeable (Mean=3.40 ± 0.46), show positive attitudes (Mean=3.45 ± 0.55), and exhibit exemplary practices (Mean=3.32 ± 0.63) towards the use of instructional videos in Organic Chemistry with an overall qualitative description of “Agree”. Furthermore, there is significant difference on the students’ knowledge, attitudes and practices towards the use of instructional videos in Organic Chemistry in terms of their age, year level, campus, and program, thus, there is not enough evidence to support the null hypothesis. Based on their sex, there is significant difference on their attitudes while knowledge and practices show no significance.

VIEWS 151

Box, Dunnaga, Hirsh, Cherry, Christianson, Gibson, Wolfe, Williams. 2016. Qualitative and Quantitative Evaluation of Three Types of Student-Generated Videos as Instructional Support in Organic Chemistry Laboratories. https://doi.org/10.1021/acs.jchemed.6b00451

Distasio. 2016.  Top 3 advantages of video-based training. Retrieved from http://www.epathlearning.com/uncategorized/the-top-3-advantages/ on May 31, 2022

Drahl. 2010. Lights, Camera, Chemistry: Learning How to Make Lab Demonstration Videos Can Pay Off for Instructors and Students. Chem. Eng. 56−58 p.

iSpring Support Team. 2015.  Key advantages of video lectures.  Retrieved from http://www.ispringsolutions.com/articles/key-advantages-of-video-lectures.html on May 31, 2022.

Kay. 2012. Exploring the Use of Video Podcasts in Education: A Comprehensive Review the Literature. Computers in Human Behavior 28(3), 820-831. DOI: 10.1016/j.chb.2012.01.011

Mayer RE. 2011. Applying the science of learning. Pearson/Allyn & Bacon, Boston

Nadelson, Scaggs, Sheffield, Mcdougal. 2014. Integration of video-based demonstrations to prepare students for the organic chemistry laboratory. Journal of Science Education and Technology 24(4), 476-483.

Pekdag B.  2017. Chemistry teaching with experiment videos. Chemistry Teaching, 2nd ed, Ankara: Pegem Akademi, 591–616 p.

Stanic. 2014.  Why you should add video to your teaching.  Retrieved from https://blog.edynco.com/ instructional-design/why-you-should-add-video-to-your-teaching/ on May 31, 2022.

Zhang, Zhou, Briggs, Nunamaker.  2006. Instructional Video in E-Learning. Assessing the Impact of Interactive Video on Learning Effectiveness. Information and Management 43(1), 15-27. DOI: 10.106/j.im.01.004