Interactive Videoconferencing versus Online Text-Based Module: Which Is Better to Use in a Physics Classroom?

Abstract

This study compares the effectiveness of interactive videoconferencing and online text-based modular learning in improving students’ performance in Kinematics and Dynamics lessons in the Philippine education context. Moreover, it explores the students’ level of perceptions toward the two modalities. This study used a quantitative experimental crossover method with posttest only. The researchers collected relevant data from 82 Grade-12 students by using a posttest and Likert-scale questionnaire. The results revealed that the students exhibit very satisfactory and satisfactory performances in the interactive videoconferencing and online text-based module, respectively. Furthermore, the students are more likely to use interactive videoconferencing than the online-text-based module as revealed by the test of difference results. As indicated, interactive videoconferencing offers more learning benefits to students. However, this study recommends exploring further benefits, challenges, and other vital factors of these two methods in a virtual classroom. Filipino educators must also consider the blended learning approach.