Video Presentation Used in Teaching Biogeochemical Cycles to Grade Eight Students in PSTMNHS

Abstract

INTRODUCTION

Technology nowadays is common among schools, offices, and to every individual, as this supports learning and helps in developing new knowledge, wherein integration is the use of technology to enhance, reiterate, present, and assess how students understand the syllabus or the program. Moreover, this supports both teaching and learning. Using videos in teaching is not new. They date back to prehistoric times when cave instructors used 16 mm projectors to show cave students an example of insurance company marketing commercials in business courses. Video as a change instrument in the classroom has undertaken a unique cycle of adoption over time. Broadcast television and film were first used sparingly, primarily as out-of-the classrooms forms of enrichment presenting the cycle in the year 1960 -1970s, television films were on trend, 1980, videotapes were used, and 1990s marked booming of two -way video conferencing, camcorders and video CDs. Access to a video can help motivate students and create a distinctive context for their learning experience. The study focused on the use of video presentations in teaching biogeochemical cycles to grade eight students in PSTMNHS.

METHODS

The researcher used the descriptive method of research.

RESULTS

Results showed that the majority of the students had very high performance and high average performance in the common biogeochemical cycles. Proposed supplementary materials were developed to easily capture students' interest to learn various concepts.

DISCUSSIONS

It is recommended that the proposed supplementary materials may be presented to other teachers for their suggestions before using it. Students may also use a graphic organizer and a 3D model of the cycles for the retention of the knowledge acquired in watching video presentation.