Video-Based Experiential Learning Approach as an Innovation in Teaching Fraction

Autor/inn/en	Samosa, Resty C.; Guyo, Johnzel M.; Dapadap, Marlon Q.; De Guzman, Russel
Titel	Video-Based Experiential Learning Approach as an Innovation in Teaching Fraction
Quelle	5 (2021) 12, S.137-141 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2643-9670
Schlagwörter	Video Technology; Mathematics Instruction; Experiential Learning; Fractions; Teaching Methods; Mathematics Teachers; Pandemics; COVID-19; Instructional Innovation; Action Research; Student Evaluation; Master Teachers; Computer Software; Integrated Learning Systems; Correlation; Elementary School Students; Language of Instruction; English (Second Language); Second Language Learning; Foreign Countries; Reading Comprehension; Student Attitudes; Teacher Attitudes; Comparative Analysis; Instructional Materials; Philippines + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Bruchrechnung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Educational Innovation; Bildungsinnovation; Projektforschung; Schulnote; Studentische Bewertung; Korrelation; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Leseverstehen; Schülerverhalten; Lehrerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Philippinen
Abstract	This study focused on the development of the learners on how Video-Based Experiential Approach will help learners to keep the pace of learnings in this pandemic. This study provided various evidence on how innovation can be a great step in developing the learners in learning about fraction. The purpose of this action research is to determine the effectiveness of using Video-based Experiential approach to the learners amidst of this pandemic. Various test and data gathering procedures showed promising data on the success of the implementation of the said reading material where thirty (30) students assessed under the supervision of the chosen three (2) master teachers and Five (2) grade 6 mathematics teachers with the use of Google form to evaluated by the teachers using LRMDS tool. The data that this study generated in terms of the success it shown over the development of the learners were significant in terms of their level of Teaching Fraction. Challenges that were encountered by both teachers and students were highly encountered in correlation with the students' level of this approach. Furthermore, the information gained from this study will benefit Mathematic teachers by yielding information about Video-based Experiential Approach as an Innovation in teaching Fraction. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01