Teacher Pedagogical Beliefs and Resistance to the Effective Implementation of Video-Based Multimedia in the Physics Classroom

Abstract

This research aimed at investigating the influence of teachers’ beliefs and the reasons behind their resistance to the effective integration of video-based multimedia (VBM) in physics classrooms. An explanatory research design following a pragmatic worldview was used in this study to investigate teachers’ pedagogical beliefs and to examine the causes of their resistance to integrating VBM in the physics classroom. A purposive sampling method was used to select 47 physics teachers. Participants in this study were aged between 26 and 56 years old with an average teaching experience of 8.1 years. A questionnaire (Cronbach alpha = 0.85) was distributed to participants, followed by one-to-one interviews with randomly selected senior five physics teachers. Participants witnessed the effectiveness of using VBM in teaching physics. However, they still resisted incorporating it into teaching. Results revealed that the link between teachers’ beliefs and their resistance to incorporating VBM in the teaching and learning of physics is quite strong. An investigation of how to address the factors that impede the effective incorporation of VBM in teaching and learning is highly recommended.