64th ISI World Statistics Congress - Ottawa, Canada

64th ISI World Statistics Congress - Ottawa, Canada

LEARNERS’ AUTONOMY AND PERCEPTION ON THE USE OF VIDEOS IN LEARNING STATISTICS AND PROBABILITY

Author

NE
Nelia Ereno

Co-author

  • M
    Mary Elizabeth B. Macasero

Conference

64th ISI World Statistics Congress - Ottawa, Canada

Format: IPS Abstract

Abstract

The COVID-19 pandemic situation compelled the teachers to use the resources available to enhance effectively students’ learning in their study. Evidently, this study revealed the instructional materials most commonly used by teachers were the prerecorded instructional videos. This descriptive correlational study employed the survey method and investigated the learners’ profile in terms of sex, the gadget used for distance learning and their final grades in the subject Statistics and Probability, the level of learners’ autonomy and the learners’ perception on the use of videos in learning an academic subject. The study’s findings showed that majority of the respondents were female, used laptop in distance learning, performed very satisfactorily in the subject and were found to be very autonomous in their study. The respondents found the videos very easy to use, very useful, had a highly positive attitude towards their use, and evaluated their use of videos as very satisfactory. Moreover, there was a significant association between actual use (AU) of videos and 1) perceived ease of use (PEOU), 2) perceived usefulness (PU), and 3) attitude towards its use (ATT). Further findings revealed that there was a significant association between AU and 1) sex and the 2) final grades while there was no significant association between the AU and the gadget used. There was no significant association between the perception on the use of videos and 1) sex and the 2) gadget used while there was a significant association between the perception and the final grades. Furthermore, there was a significant association between the level of learners’ autonomy and the overall perception. Although the respondents were generally agreed that there was a limited engagement with the teachers, classmates, and parents in video-based learning, they perceived their experiences as very good. The results affirmed the significant association of the Technology Acceptance Model (TAM) constructs, and likewise affirmed the Theory of Transactional Distance and the Theory of Multimedia Learning. The association of the profile, level of autonomy, and learners’ perception among each other sheds light on the recognition of the importance of each variable in the effectiveness of video-based instruction which effectively enhanced learning to a highly desirable level. This study recommended the following, that: 1) students be engaged to develop their level of personal and educational autonomy to enable them to accomplish learning activities independently and successfully; 2) teachers may encapsulate the lessons in videos that run not longer than 22 minutes; 3) digital pens be used in presenting solutions; 4) engagement with the learners be maximized by giving them immediate feedback on their queries and questions; and 5) parents be jointly engaged in the cooperative learning process of their children.