VIDHAM (Video Na Agham): The Use of Bilingual Medium Educational Videos in Understanding Science Topics as an Intervention for Low Performing Grade Six Pupils

Abstract

INTRODUCTION

Based on the results of the Third Periodical Examination, Science VI got the longest Mean Percentage Score (MPS) among the four Science Intermediate classes in San Antonio Elementary School. The result is alarming. Considering that these pupils will be the recipient of the 2019 National Achievement Test, and Science is a component subject for this standardized test. It is for this reason why an intervention program has been crafted/ designed -the VIDHAM (Video na Agham) in aid to fully understand some difficult key concepts in Science VI where English is the medium of instruction. Teachers adapt utilizing bilingual medium science videos as an intervention to performing pupils.

METHODS

Using the experimental method design, the respondents were given a pre-test on selected science topics. Then, bilingual medium science videos were administered. A post-test follows on the same topic. Data gathering, qualitative analysis of results was done determining the mean difference and standard deviation. A paired sample t-test was utilized in finding the significance of the intervention conducted.

RESULTS

After a five-day session of implementation, most of the respondents got a higher score in their post-test compared to their pre-test, after watching various bilingual educational videos. By data analysis, all of the sets of pre-test and post-test, mean were increased by a significant value. It shows that using bilingual medium science videos, (1) low performing pupils understand various science concepts; (2) they are more engaged in studying science topics and (3) bilingual educational science videos are effective as an intervention for low performing pupils.

DISCUSSIONS

The result shows the efficiency of utilizing bilingual medium educational science videos in the understanding of science concepts in low performing pupils. Because of this notion, the school will use these videos as an intervention during remediation. Moreover, the science teachers will craft their teacher-made bilingual videos to address the needs of the pupils and to integrate the concept of localization and contextualization.