Project VLOGI (Video Lectures on Giving Instructions): Effects on Learners’ Performance in Probability and Statistics

Abstract

This quantitative study ascertained the benefits of project VLOGI as an intervention to the eighth-grade students in resolving the usual unattained learning competencies in Probability and Statistics, especially in the last quarter of the school year. The researcher utilized the true-experimental research design using vlogs as an intervention to this study. There were two (2) randomly selected classes out of the six (6) heterogeneous classes in school as (1) the control group (prevailing method) and (2) the experimental group (project VLOGI) in teaching. Respondents underwent pre-test and post-test utilizing the quality assured 20-item multiple-choice type of questionnaires, reviewed and verified by an expert panel of evaluators. The researcher used descriptive and inferential analyses using the SPSS 2.0 tool to analyze and interpret the outcomes. The study's significant results showed that learners improved their academic performance in Probability and Statistics using these vlogs. Likewise, learners gained knowledge while working on their projects to create vlogs. Furthermore, by capturing learners' attention and engaging them in their learning through various social media platforms, project VLOGI was served as an alternative teaching method in any discipline. Hence, project VLOGI was strongly recommended for teachers as a replacement when they are out of class due to ancillary functions in school to foster unattained learning competencies before the school year ends.This quantitative study ascertained the benefits of project VLOGI as an intervention to the eighth-grade students in resolving the usual unattained learning competencies in Probability and Statistics, especially in the last quarter of the school year. The researcher utilized the true-experimental research design using vlogs as an intervention to this study. There were two (2) randomly selected classes out of the six (6) heterogeneous classes in school as (1) the control group (prevailing method) and (2) the experimental group (project VLOGI) in teaching. Respondents underwent pre-test and post-test utilizing the quality assured 20-item multiple-choice type of questionnaires, reviewed and verified by an expert panel of evaluators. The researcher used descriptive and inferential analyses using the SPSS 2.0 tool to analyze and interpret the outcomes. The study's significant results showed that learners improved their academic performance in Probability and Statistics using these vlogs. Likewise, learners gained knowledge while working on their projects to create vlogs. Furthermore, by capturing learners' attention and engaging them in their learning through various social media platforms, project VLOGI was served as an alternative teaching method in any discipline. Hence, project VLOGI was strongly recommended for teachers as a replacement when they are out of class due to ancillary functions in school to foster unattained learning competencies before the school year ends.