Baylen
Baylen
Baylen
Strongly
Disagree (1)
f
%
1
4.2
1
4.2
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0.93
Disagree
(2)
f
%
1
4.2
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
2
8.3
0
0.0
1
4.2
1.85
Unsure
(3)
f
%
1
4.2
0
0.0
2
8.3
0
0.0
2
8.3
2
8.3
0
0.0
2
8.3
2
8.3
5.07
Agree
(4)
f
%
10
41.7
9
37.5
13
54.2
11
45.8
12
50.0
11
45.8
11
45.8
11
45.8
12
50.0
46.28
Strongly
Agree (5)
f
%
11
45.8
14
58.3
9
37.5
13
54.2
10
41.7
11
45.8
11
45.8
11
45.8
9
37.5
45.82
Total
f
24
24
24
24
24
24
24
24
24
Note: The f refers to frequency counts. Average refers to average of all percentages reported for each scale.
Usefulness
The second question asked participants if they agree that individual video clips were
useful to them. On the average, almost 45% of the participants responded that they
Strongly
Disagree (1)
f
%
0
0.0
1
4.2
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0.47
Disagree
(2)
f
%
4
16.7
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
2
8.3
0
0.0
1
4.2
3.24
Unsure
(3)
f
%
1
4.2
0
0.0
0
0.0
0
0.0
1
4.2
1
4.2
0
0.0
2
8.3
2
8.3
3.24
Agree
(4)
f
%
11
45.8
8
33.3
15
62.5
13
54.2
12
50.0
13
54.2
11
45.8
8
33.3
13
54.2
48.14
Strongly
Agree (5)
f
%
8
33.3
15
62.5
9
37.5
11
45.8
11
45.8
10
41.7
11
45.8
14
58.3
8
33.3
44.89
Total
N
24
24
24
24
24
24
24
24
24
Note: The f refers to frequency counts. Average refers to average of all percentages reported for each scale.
Motivational
The researchers wanted to know if watching the video clips was motivating for
participants to do better in their assigned tasks. On the average, participants agreed
(43.05%) that the video clips motivated them (See Table 3) to do better but a much lower
number (37.5) was posted for strongly agree.
Table 3. Summary of Responses Pertaining to Motivational Features of Video Clip A to I.
Q3
Form
A3
B3
C3
D3
E3
F3
G3
H3
I3
Average
Strongly
Disagree (1)
f
%
1
4.2
1
4.2
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0.93
Disagree
(2)
f
%
1
4.2
0
0.0
0
0.0
1
4.2
0
0.0
1
4.2
1
4.2
0
0.0
0
0.0
1.87
Unsure
(3)
f
%
4
16.7
2
8.3
2
8.3
0
0.0
2
8.3
1
4.2
2
8.3
6
25.0
6
25.0
11.57
Agree
(4)
f
%
12
50.0
12
50.0
15
62.5
11
45.8
11
45.8
11
45.8
12
50.0
9
37.5
11
45.8
43.05
Strongly
Agree (5)
f
%
6
25.0
9
37.5
7
29.2
12
50.0
11
45.8
11
45.8
9
37.5
9
37.5
7
29.2
37.5
Total
N
24
24
24
24
24
24
24
24
24
Note: The f refers to frequency counts. Average refers to average of all percentages reported for each scale.
Common themes
Words which referred to see, visualize or show were repeated throughout the survey
responses 32 times indicating that the visual aspect of the video clips was an essential
component of the study which benefitted the pre-service teachers. According to Berk
(2009), videos greatly affect the mind and senses, visually and auditory, intensifying the
human emotion through the images, scenes, actors and music. Such emotions are so
strong that they leave a lasting memory and make the viewers want to relive the moments
which is why we buy DVDs and CDs to watch and recall the memories again. Bringing
video clips to the classroom has a similar effect in the minds of the students. This could
be a possible reason on why the participants stress on the importance of the visual aspect
of these online resources. This is made evident through the words of participants who
stated that these resources became a referral point for them to come back and watch
exactly what has to be done and how:
I came back and watched the videos multiple times for help.(S21)
I hope that I will have access to these video clips once I am in my own
classroom. They would be a great source to keep for years to come.(S01)
Challenges
The undergraduate students who participated in this exploratory and descriptive study
using video clips as supplementary technology-based tools to support learning on how to
diagnose and correct mathematical errors had mostly positive responses. They reported
that the experience of accessing and using the video clips advanced their understanding
of the subject matter. However, they identified several challenges associated with the
conduct of this study.
First, the number of pre-service teachers who participated in the study was smaller than
the anticipated number. The researchers were initially informed that there would be a
total of sixty students enrolled in the ECED 4251 class and would be eligible to
participate in the study. However, half of the expected number of students registered for
the course and only twenty-four (24. 80%) fully participated and completed all ten
feedback survey forms. The relatively small number of respondents limited the
researchers ability to generalize the conclusions to a wider population of pre-service
teachers.
Second, even though several instructions were given on the various ways to access and
watch the videos, several participants reported problems in loading the videos because of
the web browser or technology platform used. This proved to be a lesson on the
importance of giving special attention to technical details and applications in future
endeavors.