Development of Technology-Based Self-Instructional Videos in Electronics / Peralta, Blesilinda S.

This study aimed to develop technology-based self-instructional videos in Electronics during the School Year 2015-2016. It included that technology-based self-instructional videos developed in terms of use of technology and personal classroom integration of technology; the panel of experts' perceptions on the proposed technology-based self-instructional videos in terms of integration of technology; the panel of experts' perception in terms of content validity; and the implications of this study in electronics technology. The study raised a total of 20 individuals, wherein 15 are electronics secondary school teachers from Mariveles National High School - Cabcaben and Mariveles National High School - Poblacion and 5 are electronic experts who were selected using universal sampling technique. The study utilized the descriptive-survey method of research using survey-questionnaire as primary data gathering instrument. In treating the data gathered, descriptive statistics such as frequency, mean, and standard deviation and inferential statistics such as Analysis of Variance (ANOVA) or f-test were used. In light of the findings of the study, the researcher concluded that the developed technology-based self-instructional videos were moderately integrated as validated by the experts. In particular, the use of technology is moderately integrated, while the personal classroom integration of technology is well integrated with the use of the said videos. The proposed technology-based self-instructional videos were integrated in teaching electronics. In particular, in terms of cost, administrative support, and availability / adequacy / accessibility, they were integrated, while moderately integrated in terms of time. The technology-based self-instructional videos were good or acceptable to use, particularly on areas of instructional design, technical quality, ancillary materials, purpose and intent. There are significant differences on the analysis of experts on the development and integration of technology on the technology-based self-instructional videos. Lastly, the ratings of the expert teacher-respondents on the developed technology-based self-instructional materials signifies the bigger prospect on the effectiveness of utilizing videos to enhance further instruction, particularly in teaching electronics technology and other interesting areas needed to be explored in putting the developed technology-based self-instructional videos in various test to prove further their effectiveness as tools for optimum learning in electronic subject. In view of the findings, it was recommended that the developed technology-based self-instructional videos in electronics should be used and propagated. This can be done in intensifying the allocation of the government in promoting the multi-media instruction to the public schools must be assisted further so that students will enhance their knowledge in different topics and subjects where self-instructional videos were utilized. Extension of the allotted time in the subject matter may be made feasible because one hour is not enough to absorb the knowledge being taught by the teacher to their students. In lieu of that, remedial or intervention classes can be created by deeply integrating technology in every activity; the different stakeholders should make a frequent monitoring on the different instructional videos that being used in electronics so that they will found out what is the need or demand in the students so that in this case it will boost the student's capability to learn more. Other variables that may deem significant in the development of technology-based self-instructional videos in teaching electronics should be explored and studied to maximize the utility of the said videos and make teachers more creative and innovative in teaching the said subject. Lastly, the developed technology-based self-instructional videos should be replicated and validated further through practical applications to various settings to attest further their effectiveness as facilitative tools of learning.