Interactive Video Approach Learning about Revolution of the Earth

Abstract

In teaching revolution of the Earth, the proper instructional material should be used to appreciate fully and understand the concept. This study aimed to investigate the contribution of the Interactive Video Approach to learning revolution of the Earth. This research utilizes experimental, correlation, and descriptive research designs, and employed validated researcher-made test and attitude questionnaire to 52 respondents. The t-test and Pearson r Correlation were used to analyze the data. The researcher administered the pretest and then conducted the instruction utilizing Interactive Video Approach and Traditional Approach. Posttests were then administered to measure the academic achievement and attitude of the respondents. The scores of the respondents taught using the interactive video approach were higher compared to traditional approach. The overall weighted mean value of 3.42, with the variation of 0.62 indicates higher perceived value with the consistency of perceived responses. Results revealed that there is an extremely significant difference between the students’ performance in the traditional and interactive video approach, with p-value <.001. This further indicates that, on the average, the interactive video method is more efficient compared to the traditional teaching approach. There was also no significant relationship between the respondents’ attitude on the approach and their posttest scores with p-value 0.603.