Content Validity and Acceptability of a Video Tutorial in Science and Technology for Grade 8 Students in a Private Integrated School

Abstract

INTRODUCTION

Today's students have different learning styles which were identified even a decade ago, and teachers are expected to do more than just to teach the curriculum (Banitt, J. et al.,2013). In today's classroom, teachers are experiencing "digital native" students. These students have grown up with technology and often are more proficient than the teacher. This is to investigate the effects of technology integration, specifically the usage of a video tutorial on the motivation and engagement of students in Science in the secondary classroom.

METHODS

The study employed the descriptive-experimental method in determining the validity of the video tutorial and the significant difference and between the evaluation of the three experts/teachers, as well as the evaluation of student respondents. The validator's questionnaire was used to evaluate the video in terms of Acceptability, Usability, Relevance, and Effectiveness. To test the video tutorial developed, the researcher determined its relevance, acceptability, and effectiveness through a quasi-experimental method.

RESULTS

The utilization of video tutorials as a means of instructional material showed a very high acceptability because of unbiased data allowing 0-5% of error that before the conduct of the study, the students' performance in Science 8 has shown no significant difference, whereas, after the conduct of the experiment, a manifestation of significant difference at the 0.05 level which got a t-value of -6.01 with 1.679 t-critical value was observed. Hence, the students' level of acceptability has shown a very much acceptable description with a grand mean of 4.70.

DISCUSSIONS

The use of video tutorials in Science 8 was studied. It evaluated the validity and acceptability of the developed video tutorial. It found no significant difference in the pretest and significant difference in posttest performance between groups. The study utilized the descriptive experimental method in determining the validity and acceptability of the video tutorial among three expert validators and students. A quasi-experimental design was also used to find the effectiveness of the video in teaching the lesson using the t-test for samples. A video tutorial was used to determine the acceptability and validity of the results. There is a significant difference between the results of experimental and controlled groups. Therefore, the utilization of video tutorials is an effective tool in teaching a subject matter in developing the students through different learning styles.