Exploring the Use of Video Clip Exploring the Use of Video Clip Presentation as a Performance Presentation as a Performance Task Assessing the Students’ Task Assessing the Students’ Understanding of Persistent Understanding of Persistent

Organic PollutantsOrganic Pollutants

Prof. Joanne MirandaProf. Joanne MirandaDe La Salle- College of St. Benilde and De La Salle- College of St. Benilde and

St. Scholastica’s CollegeSt. Scholastica’s College

Manila, PhilippinesManila, Philippines

IntroductionIntroduction

The Problem and Review of The Problem and Review of Related LiteratureRelated Literature

Most, if not all non-science major students are Most, if not all non-science major students are perplexed why Science is incorporated in their perplexed why Science is incorporated in their curriculum.curriculum.

Others have fear that Science is a subject only for the Others have fear that Science is a subject only for the intelligent, unfashionable and the geek. intelligent, unfashionable and the geek.

It is the researcher’s dilemma how to make Science as It is the researcher’s dilemma how to make Science as substantial and at the same time enjoyable for the substantial and at the same time enjoyable for the non-science major students. non-science major students.

What could be the methods that would arouse What could be the methods that would arouse the interests of the youth of the new the interests of the youth of the new generation in learning science? generation in learning science?

How would a non-science major student find How would a non-science major student find science substantial and relevant to their science substantial and relevant to their respective programs? respective programs?

These are the questions that prompted the These are the questions that prompted the investigation.investigation.

Many people, including many educators, think Many people, including many educators, think of learning as acquiring knowledge, and of learning as acquiring knowledge, and teaching as passing a teacher's knowledge on to teaching as passing a teacher's knowledge on to the students. the students.

This has been called the This has been called the banking modelbanking model (students collect facts, like money in the bank, (students collect facts, like money in the bank, for use at some unspecified later date) or the for use at some unspecified later date) or the transfer modeltransfer model (information is transferred (information is transferred from the teacher to the student). (Muir, 1997)from the teacher to the student). (Muir, 1997)

However, a learner-However, a learner-centered environment centered environment considers the teachers considers the teachers as facilitators and not as facilitators and not the only source of the only source of knowledge. knowledge.

They are even referred as co- learners and it They are even referred as co- learners and it accepts the idea that the teacher could even accepts the idea that the teacher could even learn from the students. learn from the students.

The level of understanding varies according to The level of understanding varies according to several factors.several factors.

It could be due to motivation, level of interest It could be due to motivation, level of interest and the students’ learning style.and the students’ learning style.

Environmental Environmental Chemistry is a 3- unit Chemistry is a 3- unit General Education General Education subject offered among subject offered among non-Science major non-Science major students of DLS-CSB.students of DLS-CSB.

In this study, the understanding of 100 DLS-In this study, the understanding of 100 DLS-CSB students regarding Persistent organic CSB students regarding Persistent organic pollutants were assessed using concept test and pollutants were assessed using concept test and video clip as a form of performance task video clip as a form of performance task assessment. assessment.

The researcher adjusted the classroom The researcher adjusted the classroom environment to the respective learning styles environment to the respective learning styles of the student.of the student.

Why Persistent Organic Pollutants?Why Persistent Organic Pollutants?

The researcher chose the topic Persistent The researcher chose the topic Persistent organic pollutants since these pollutants are not organic pollutants since these pollutants are not popularly known by the lay yet affect popularly known by the lay yet affect everybody in the ecosystem. everybody in the ecosystem.

The researcher’s idea is to make the The researcher’s idea is to make the knowledge of POPs intelligible, plausible and knowledge of POPs intelligible, plausible and fruitful.fruitful.

Persistent organic pollutants Persistent organic pollutants (POPs) are a global problem. (POPs) are a global problem.

The Philippines seeks to help The Philippines seeks to help reduce if not totally eliminate reduce if not totally eliminate the use of POPs.the use of POPs.

With the worsening problem that we With the worsening problem that we encounter with persistent organic encounter with persistent organic pollutants, it is very important to not only pollutants, it is very important to not only inform but also to involve the students to inform but also to involve the students to help minimize the problem. help minimize the problem.

However, with the highly technical However, with the highly technical terminologies, it is the researcher’s terminologies, it is the researcher’s responsibility to come up with a teaching responsibility to come up with a teaching strategy that will meet the students’ level strategy that will meet the students’ level of comprehension.of comprehension.

Objective of the StudyObjective of the Study

to use performance task to use performance task assessment to evaluate the assessment to evaluate the understanding of Environmental understanding of Environmental Chemistry and Ecology students Chemistry and Ecology students featuring the detrimental effects of featuring the detrimental effects of persistent organic pollutants and persistent organic pollutants and intrinsically motivate the students to intrinsically motivate the students to participate in this advocacy campaign. participate in this advocacy campaign.

In order to fulfill this general In order to fulfill this general objective, the following are the objective, the following are the

specific objectives:specific objectives:

[1] [1] To incorporate the students To incorporate the students understanding about the nature of understanding about the nature of POPs, the mode of transmissions and POPs, the mode of transmissions and its effects to our health and its effects to our health and environment to their video clip environment to their video clip presentation. presentation.

[2] To come up with the advocacy [2] To come up with the advocacy campaign in educating the lay about campaign in educating the lay about the detrimental effects of persistent the detrimental effects of persistent organic pollutants by uploading the organic pollutants by uploading the output videos at www.youtube.comoutput videos at www.youtube.com

[3] To construct a 20-item two-[3] To construct a 20-item two-tier test regarding POPs that tier test regarding POPs that will enhance the students’ will enhance the students’ understanding about POPs. understanding about POPs.

[4] To compare the pre-test and post [4] To compare the pre-test and post test scores after performance test scores after performance assessment task presentation in order assessment task presentation in order to decide that video clip output is an to decide that video clip output is an effective alternative way of assessing effective alternative way of assessing the understanding of the students.the understanding of the students.

[5] To compare the video clip [5] To compare the video clip scores and concept test scores of scores and concept test scores of the students with their respective the students with their respective learning styles.learning styles.

REVIEW OF RELATED REVIEW OF RELATED LITERATURELITERATURE

Alternative AssessmentAlternative Assessment classroom-based, qualitative, classroom-based, qualitative,

informal or performance informal or performance assessment.assessment.

a way to gauge student learning a way to gauge student learning other than formal testing. other than formal testing.

Performance AssessmentPerformance Assessment under the umbrella of alternative assessment.

requires students to demonstrate that they have mastered specific skills and competencies by performing or producing an output.

Types of Performance task assessments

1. Station Activities

2. Domain Projects

3. Portfolios

4. Videotaping

Learning stylesLearning styles

Visual learnerVisual learner

Auditory learnerAuditory learner

Tactile/kinesthetic learnerTactile/kinesthetic learner

Every student has a Every student has a unique learning style unique learning style plus the fact that the plus the fact that the youth of today belongs youth of today belongs to the genre of to the genre of computers, multimedia, computers, multimedia, electronics and the electronics and the World Wide Web. World Wide Web.

Thus, the researcher Thus, the researcher thought of innovating thought of innovating the assessment of the assessment of student learnings.student learnings.

THEORETICAL THEORETICAL FRAMEWORKFRAMEWORK

Bruner’s Theory of learningBruner’s Theory of learning

1. Understanding 1. Understanding

2. Readiness2. Readiness

3. Independence3. Independence

4. Motivation4. Motivation

Jerome Bruner

Self-Determination Theory Self-Determination Theory (Ryan & Deci, 2004)(Ryan & Deci, 2004)

It indicates that intrinsic It indicates that intrinsic motivation (doing motivation (doing something because it is something because it is inherently interesting or inherently interesting or enjoyable), and thus higher enjoyable), and thus higher quality learning, flourishes quality learning, flourishes in contexts that satisfy in contexts that satisfy human needs for human needs for competence, autonomy, and competence, autonomy, and relatedness. relatedness.

Students experience Students experience competence when competence when challenged and given challenged and given prompt feedback. prompt feedback.

Ryan

Deci

Students experience autonomy when they feel Students experience autonomy when they feel supported to explore, take initiative and develop supported to explore, take initiative and develop and implement solutions for their problems. and implement solutions for their problems.

Students experience relatedness when they Students experience relatedness when they perceive others listening and responding to perceive others listening and responding to them. them.

When these three needs are met, students are When these three needs are met, students are more intrinsically motivated and actively more intrinsically motivated and actively engaged in their learning.engaged in their learning.

Mike Muir, 2001

Meaningful learning theoryMeaningful learning theory

CONCEPTUAL CONCEPTUAL FRAMEWORKFRAMEWORK

Concept statement Generally, students are wary of Generally, students are wary of

science as a subject. science as a subject. They perceive and claim that it is They perceive and claim that it is

difficult, boring and irrelevant difficult, boring and irrelevant subject, or maybe it is good only for subject, or maybe it is good only for the intelligent, the diligent and the the intelligent, the diligent and the geek.geek.

It is true that there are reasons for It is true that there are reasons for every student behavior; that behavior every student behavior; that behavior manifested is a function of several manifested is a function of several factors i.e. line of interest, major factors i.e. line of interest, major course, to name a few. course, to name a few.

In this study, it is pointed that learning In this study, it is pointed that learning could be assessed and evaluated in could be assessed and evaluated in many ways.many ways.

Concept statementConcept statement

Learning will be at its best if the students Learning will be at its best if the students find the relevance of what they learn in find the relevance of what they learn in school as contextualized in their everyday school as contextualized in their everyday activity. activity.

We can do away with the concept test and We can do away with the concept test and indulge in performance task assessment indulge in performance task assessment instead to evaluate the understanding of the instead to evaluate the understanding of the students.students.

Concept statementConcept statement

POPs video clip presentation aka Performance task

Assessment(Experiential

Learning)

measures

Students’ perception in Assessment(Environment: Relation and

rapport)

Students’ understanding

of POPs(Meaningful

engaged learning)

Students’ learning styles

(Experience: patterns and

technical support)

Post hoc analysis

Table of specificationsItem analysis

Discrimination indexDistractor analysis

Cronbach alpha reliability test

t-Test

pre-test Post-test

STATEMENT OF THE STATEMENT OF THE PROBLEMPROBLEM

This study attempts to assess the understanding This study attempts to assess the understanding of the students in a more meaningful way using of the students in a more meaningful way using video clip as a form of performance task video clip as a form of performance task assessment tool.assessment tool.

Specifically, the following questions must be answered.Specifically, the following questions must be answered.1. What are the students attitude/ perceptions on POPS 1. What are the students attitude/ perceptions on POPS

based on their;based on their; Answers to the concept test?Answers to the concept test? Video clip?Video clip?

2. Is there a significant difference between the pre-test 2. Is there a significant difference between the pre-test and post-test scores of the students?and post-test scores of the students?

3. Is there a significant difference between concept test 3. Is there a significant difference between concept test scores and video clip scores of students with different scores and video clip scores of students with different learning styles?learning styles?

SIGNIFICANCE OF THE STUDYSIGNIFICANCE OF THE STUDY

The researcher seeks to help both pre-The researcher seeks to help both pre-service and in service science teachers service and in service science teachers by employing a learner-centered by employing a learner-centered approach by using windows movie approach by using windows movie maker to help advocate for the maker to help advocate for the awareness regarding the detrimental awareness regarding the detrimental effects of Persistent organic pollutants. effects of Persistent organic pollutants.

The students for knowing and The students for knowing and understanding the effects of understanding the effects of persistent organic pollutants and persistent organic pollutants and use their major courses in the use their major courses in the advocacy to perform the preventive advocacy to perform the preventive measures and lastly, the general measures and lastly, the general public, who in one way or the other public, who in one way or the other are directly exposed with POPs.are directly exposed with POPs.

Scopes and LimitationsScopes and Limitations1.1. The researcher focused only with the video The researcher focused only with the video

clip of the Environmental Chemistry students clip of the Environmental Chemistry students of De La Salle- College of St. Benilde of De La Salle- College of St. Benilde enrolled during 2nd trimester of 2008-2009 enrolled during 2nd trimester of 2008-2009 ( September-December 2008). ( September-December 2008).

The videos depict the worsening The videos depict the worsening environmental condition due to persistent environmental condition due to persistent organic pollutants through windows organic pollutants through windows moviemaker. moviemaker.

2. The researcher conducted a 20-item 2. The researcher conducted a 20-item multiple choice concept test about multiple choice concept test about POPs which were given a meeting POPs which were given a meeting before and a week after the POPs before and a week after the POPs video presentation.video presentation.

3. The students were asked about 3. The students were asked about their attitudes and perceptions their attitudes and perceptions regarding concept test and regarding concept test and performance task assessment performance task assessment using video clip.using video clip.

DEFINITION OF TERMSDEFINITION OF TERMS1.1. Performance AssessmentPerformance Assessment TaskTask

- involve the creation of products - involve the creation of products and other outputs such video, play and other outputs such video, play and other forms of materials in and other forms of materials in exchange for paper and pencil exchange for paper and pencil test.test.

2. Video clip presentation- The 5-10 The 5-10 minute video presentation about persistent minute video presentation about persistent organic pollutants using Windows movie organic pollutants using Windows movie maker.maker.

3. Understanding of Persistent organic pollutants-comprehension about the basic comprehension about the basic concepts regarding persistent organic concepts regarding persistent organic pollutants such as the characteristic pollutants such as the characteristic features and nature of pops, mode of features and nature of pops, mode of transmission, disease caused and how it transmission, disease caused and how it affects other biotic and abiotic factors in affects other biotic and abiotic factors in the ecosystem.the ecosystem.

Chapter IIChapter IIMETHODOLOGYMETHODOLOGY

RESEARCH DESIGN The researcher will come up with

an Exploratory descriptive design. It is a mixed method study (both a qualitative and a quantitative) form of study.

ParticipantsParticipants The non-Science major students The non-Science major students

of the De La Salle-College of St. of the De La Salle-College of St. Benilde who are enrolled in Benilde who are enrolled in Ecology and Environmental Ecology and Environmental Chemistry in second trimester, Chemistry in second trimester, school year 2008-2009.school year 2008-2009.

The SettingThe Setting

Procedure (for data collection)Procedure (for data collection) All the students were given a 20-item All the students were given a 20-item

two-tier pre and post-concept test that two-tier pre and post-concept test that checked the understanding of the students checked the understanding of the students regarding persistent organic pollutants. regarding persistent organic pollutants.

The researcher computed the t-Test to The researcher computed the t-Test to find out if there is a significant difference find out if there is a significant difference between the pre and post-test scores. between the pre and post-test scores.

The self-made rubric evaluated by five The self-made rubric evaluated by five experts were used to assess the videos.experts were used to assess the videos.

Post-hoc analysis were computed to find out Post-hoc analysis were computed to find out if there is a significant difference between if there is a significant difference between concept test scores and video scores of concept test scores and video scores of students with different learning styles.students with different learning styles.

Data analysisData analysis

The videos will be checked according to the ff:The videos will be checked according to the ff:1.1. ContentContent (mode of transmission, (mode of transmission,

characteristic feature and effects of POPs)characteristic feature and effects of POPs)2.2. Collaboration (Relationship and rapport)Collaboration (Relationship and rapport) 3.3. Motivation, Planning, Designing and Motivation, Planning, Designing and

ResearchResearch4.4. ExperienceExperience (Patterns and Learning styles of (Patterns and Learning styles of

the students)the students)5.5. Meaning:Meaning: Usefulness in the real World Usefulness in the real World

InstrumentationInstrumentation1. Tools for Video-taping1. Tools for Video-taping

Windows Movie Maker. Digital camera (per group)

2. www.youtube.com

3. Statistical Package for Social Sciences (SPSS version16)

SPSS version 16 is the Statistical SPSS version 16 is the Statistical software that will be used to compute for software that will be used to compute for the t-Test and identify if there is a the t-Test and identify if there is a significant difference between the pre and significant difference between the pre and post concept test and post hoc analysis if post concept test and post hoc analysis if there is a significant difference between there is a significant difference between the concept test score of the students with the concept test score of the students with different learning styles.different learning styles.

Results and DiscussionsResults and Discussions

Learning Styles of DLS-CSB Students

Visual50%

Auditory39%

Tactile11%

Visual

Auditory

Tactile

1. I enjoy using windows moviemaker even before the POPS project.

SA45%

A43%

D6%

SD6%

SA

A

D

SD

2. I learned in-depth information regarding POPs when we created a video out of it.

SA34%

A64%

D2%

SD0%

SA

A

D

SD

3. The video we created is good enough to replace the traditional concept test.

SA35%

A60%

D5%

SD0%

SA

A

D

SD

4. Learning is more meaningful when we created the video

SA49%A

45%

D4%

SD2%

SA

A

D

SD

5. I enjoyed making the video regarding POPs.

SA32%

A57%

D10%

SD1%

SA

A

D

SD

6. Making the video is compatible with my learning style.

SA30%

A62%

D6%

SD2%

SA

A

D

SD

7. Making the video by groups enhances my interpersonal relationship with my classmates.

SA55%

A43%

D1%

SD1%

SA

A

D

SD

8. I prefer to create the video alone.

SA13%

A10%

D44%

SD33% SA

A

D

SD

1. Knowing POPs through the concept test is relevant to me as a DLS-CSB student.

SA26%

A62%

D9%

SD3%

SA

A

D

SD

2. Studying POPs for the concept test is relevant to my major course (CDA, HRIM,HRM, ID, etc).

SA15%

A66%

D16%

SD3%

SA

A

D

SD

3. I’m scared of the paper and pencil test.

SA12%

A37%

D38%

SD13%

SA

A

D

SD

4. The concept test is still the best way to gauge my understanding regarding POPs.

SA11%

A63%

D24%

SD2%

SA

A

D

SD

5. Cheating is less likely to occur in a 2-tier concept test.

SA15%

A61%

D22%

SD2%

SA

A

D

SD

6. It is easier to score a 2-tier test than the video clip.

SA6%

A39%D

47%

SD8%

SA

A

D

SD

7. Guessing is minimized in a 2-tier concept test.

SA14%

A56%

D28%

SD2%

SA

A

D

SD

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