EDUCATIONAL VLOGS AS AN INSTRUCTIONAL TOOL:INVESTIGATING THE RESULT ON GRADE 3STUDENTS’ SCIENCE KNOWLEDGE

Proponent: Marylyn B. Francisco
Research Agenda
Category: Teaching and Learning
Topic: Science
Office/School: Bo. Central Elementary School

The field of education has seen significant transformations in recent years, largely driven by technological advancements that have reshaped teaching and learning practices. These developments have opened doors to various innovative methods aimed at improving educational outcomes and student engagement. Among these innovations is the integration of digital tools, such as vlogs, which has been explored in different educational contexts to enhance both content delivery and learning experiences. As part of this technological shift, this research aimed to investigate the potential of educational vlogs as a means to improve science education in Grade 3.

Numerous studies have examined the role of vlogs in educational settings. Van Den Berg and de Villiers (2021) explored the use of vlogs as an assessment tool to enhance communication skills among sports students, while Andiappan, Seng, and Shing (2022) investigated the impact of vlogging on the speaking performance of ESL students in Malaysia. Both studies demonstrated the positive outcomes of vlogs in enhancing student learning experiences. Additionally, Resendez (2019) focused on the challenges of integrating educational technology in primary schools, highlighting the importance of effective implementation strategies. These studies provided valuable insights into the pedagogical possibilities of using vlogs in various educational contexts, forming a foundation for the current research.

This study aimed to build on previous research by examining the effectiveness of educational vlogs in improving science education among Grade 3 students, particularly those struggling academically. Conducted within the framework of the Basic Education Learning Continuity Plan (BE-LCP), this research sought to determine how vlogs could enhance student engagement, comprehension, and retention of scientific concepts. By focusing on 85 struggling learners from Bo. Central Elementary School, the study aimed to contribute to ongoing efforts to make science education more accessible and inclusive, aligned with the Department of Education’s mission to promote quality basic education for all.