Page 60 - ATENEO SERVED 2020 E-BOOK_Neat

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Video Analysis and Modeling (VAM) as Tool in Performing Physics Activities

a*
Exedy C. Lampara and Joel T. Maquiling b

a
Intellectual Property Management Center, Rizal Technological University, Mandaluyong City
b
Department of Physics, Ateneo de Manila University, Quezon City
*Corresponding Author: elampara@rtu.edu.ph

ABSTRACT

Results of the 2018 Programme for International Student Assessment (PISA) reflect the poor academic
performance of Philippine students in Science and Mathematics. The urgency of addressing issues and gaps
in attaining quality education becomes more challenging when the COVID-19 pandemic drastically changed
the educational landscape in the country. Learning-at-a-distance is now the new normal and face-to-face
instruction is hardly encouraged. Several institutions made the unanimous decision to make instructional
methodologies flexible. While online instruction is tenable, some activities such as hands-on laboratory
classes are harder to achieve. In this study, a new approach in performing Physics activities is introduced.
The video analysis and modeling (VAM) is a method where students film their physical activities using
smartphones. Students upload their video to a VAM software, then the software generates numerical
values, graphs, and equations. This study utilized two groups, the Non-VAM group (n = 35) and VAM group
(n = 35), to determine the effect of VAM as tool in teaching Physics. This study used the quasi- experiment
research with pre-test post-test design and is implemented for two months. The results show that in the
Lower Order Thinking Skills (LOTS) assessment, the mean normalized gain score of students who used VAM
(x = 0.325) is significantly higher than those students (x = 0.182) who did not utilized it (p = 0.001).
Additionally, in the Higher Order Thinking Skills (LOTS) assessment, the mean normalized gain score of VAM
group (x = 0.255) is significantly higher compared with the mean normalized gain score of Non-VAM group (x
= 0.153), the p-value = 0.010. Thus, digital video analysis such as VAM represents a powerful educational
tool. It also enhances academic performance of learners. The benefit of being able to perform Physics
activities in school and at home during this new normal makes this technology a significant addition to the
Physics learning environment.

Keywords: Academic Achievement, HOTS, LOTS, New Normal, Physics Activity, Video Analysis and
Modeling

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