Video-on-Demand Cast (VODCast): An Anchor for Flipped Classroom in General Physics
Saved in:
| Title: | Video-on-Demand Cast (VODCast): An Anchor for Flipped Classroom in General Physics |
|---|---|
| Language: | English |
| Authors: | Aldrin Inan Ijalo (ORCID |
| Source: | International Journal of Research in Education and Science. 2026 12(1):86-104. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 12 High Schools Secondary Education |
| Descriptors: | Video Technology, Flipped Classroom, Physics, Science Instruction, Grade 12, High School Students, Program Effectiveness, Barriers, Usability, Learner Engagement, Student Attitudes, Foreign Countries, Technology Uses in Education, Teacher Attitudes |
| Geographic Terms: | Philippines |
| ISSN: | 2148-9955 |
| Abstract: | This study aimed to develop electronic instructional anchor, Video-on-Demand Cast (VODCast), to address the identified least-mastered competencies in the General Physics 1 of Grade 12-STEM, particularly the competencies of "Measurement errors"; "Addition of Vectors"; and "Uniformly Accelerated Motion". The study engaged 52 Grade 12-STEM students and 5 evaluators: educational technology, information technology (IT), English, curriculum development or instructional materials development, and teacher of General Physics 1. Data collection involved the General Physics Test (GPT) and adopted Generic Instrument for the Review, Evaluation, and Approval for Use of Instructional Materials (GIREAUIM). Findings revealed that while VODCast effectively enhanced students' engagement and skill mastery, challenges and areas for improvement were noted. Expert evaluations highlighted its strong usability, suitability, engagement, and alignment with science content. The acceptability of the VODCast as evaluated by students and experts in general and in terms of contents, format and presentation, efficacy of materials, and performance assessment was rated "Highly Acceptable". Future research should investigate its long-term effects and scalability to maximize its impact as a transformative educational tool. This study affirms the potential of multimedia learning in addressing critical learning gaps and advancing student-centered science education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494540 |
| Database: | ERIC |
Be the first to leave a comment!
