Assessing the Proficiency and Factors Influencing Public High School Science Teachers’ Video Editing and Production Skills for Enhanced Instructional Presentations

Abstract

In the rapidly evolving landscape of twenty-first-century education, the integration of contemporary digital technologies is pivotal for effective teaching. This research investigates the proficiency of public high school science teachers in video editing and production skills, particularly amidst the challenges posed by the ongoing pandemic. The study assesses attitudes, perceptions, and actual skills in video editing, identifying challenges and contributing insights for professional development. Aligned with the Cognitive Theory of Multimedia Learning and Generative Learning Theory, the research explores the advantages of multimedia in meaningful learning. While positive attitudes are evident, a significant gap in actual skills is revealed, varying with factors such as age, educational attainment, and length of service. Recommendations include targeted interventions, training programs, and equipping schools with digital tools to enhance science education through effective multimedia integration. Addressing these challenges is crucial for fostering a conducive learning environment,