Abstract
This study explores the effectiveness, learning benefits, and positive and negative experiences of using student-generated videos as an approach to project-based learning in a biology class. Ninety-two Grade 11 students were chosen through matched pairing of characteristics and had participated in this mixed-method research. Students in the experimental group made video projects using the Green Screen by Do Ink application. The effectiveness of the intervention was determined through posttest assessments of the experimental and comparison groups. A postexposure self-report survey was also administered to understand the learning benefits and experiences of the students who made the video projects. The results of this initial study show that the student-generated video project has statistical and practical effects in the study of animal physiology lessons. Its utilization significantly improved the students’ test scores. Likewise, they appreciate the cognitive, technical, and life skill contributions of using it, although there are minimal demotivating experiences. This study contributes to the literature in student-generated video and project-based blended learning.
Highlights
This study aimed to explore the effectiveness of a student-generated video project using green screen technology in increasing student outcomes in biology and to determine the learning benefits and experiences that students acquire from making it
The first research question asked, “Does the integration of student-generated video project through green screen technology help improve test scores?” Results reveal that the mean percentage scores of the comparison and experimental groups in the pretest are 56.35 (SD = 7.39) and 53.65 (SD = 7.94), respectively
The students were positive about the student-generated video project, which is reflected in their response that it helped them acquire conceptual knowledge, technological abilities, and life skills, which are important components of 21st-century learning
Summary
The increased availability and affordability of new technologies allow an innovative revolution in different sectors of society. Videos may serve as effective means of improving student learning in biology class because they are engaging [4] and useful in visualizing abstract concepts that they often encountered in many courses in biology [5]. Miner and Stefaniak categorized educational videos into those generated by teachers to provide input and actively received by the students and those created by students to demonstrate their knowledge of the topics discussed [6]. In the separate studies of [7] and [8], they observe that many of the educational videos created are for passive and responsive simulation of lectures. Examples of digital materials produced by teachers to complement class contents were podcasts, vodcasts, and short videos [9]. Students expect more educational activities related to technology apart from watching lectures or video clips.
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