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Abstract
The study utilized a quasi-experimental method of the pretest-posttest design with pre-selected groupings for the control and experimental groups. The study used validated researcher-constructed questionnaires to determine the student’s performance during the experimentation. A pretest was implemented for both groups prior to the implementation of the proposed interventions, with the experimental group exposed to online lectures with GIF-Enhanced Instructional Materials, while the control group utilized conventional online lectures. After the implementation of both interventions, a posttest was administered, and an attitude survey toward Chemistry. The findings showed that both groups had a significant improvement in terms of their performance from the pretest to the posttest, but the significant difference between the mean gains of both groups favored the experimental group. The experimental group was positive about the use of GIF in teaching Chemistry, while the control group somewhat agreed on the positive impact of Chemistry, while the experimental group agreed. In conclusion, using GIFs in online lectures proved to be more effective and impactful than conventional online lectures.
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References
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- E. B. Magwilang, International Journal of Learning, Teaching and Educational Research, 15, 4, 60-68 (2016).
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- Heinzman. What Is a GIF, and How Do You Use Them? Howtogeek.com (2019).
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References
Batomalaque, A. Basic Science Development Program of the Philippines for International Cooperation. (2019).
E. B. Magwilang, International Journal of Learning, Teaching and Educational Research, 15, 4, 60-68 (2016).
A. A. Espinosa, S.L.C. Monterola, and A.E. Punzalan, Education Research International, 2013, 1-10 (2013).
R. Sunasee, J. Chem. Educ., 97, 9, 3176–3181 (2020).
J. Z. Tria, International Journal of Pedagogical Development and Lifelong Learning, 1, 1, 1–4 (2020).
UNESCO. Education: from Disruption to Recovery. UNESCO (2020).
C. R. Graham, Current Research in Blended Learning. Handbooks of Distance Learning 173–188 (2019).
M. Kaur, Procedia Soc Behav Sci., 93, 612–617 (2013).
R.A. Croxton, The Role of Interactivity in Student Satisfaction and Persistence in Online Learning. (2014).
WhatIs.com. What is animated GIF (Graphics interchange format)? https://whatis.techtarget.com/definition/animated-GIF-Graphics-Interchange-Format (2005).
Heinzman. What Is a GIF, and How Do You Use Them? Howtogeek.com (2019).
P. G. Pulley, Increase Engagement and Learning: Blend in the Visuals, Memes, and GIFs for Online Content. Emerging Techniques and Applications for Blended Learning in K-20 Classrooms. 137–147 (IGI Global, Hershey, PA 17033, USA, 2020).
R. K. Coll, J. Dalgety and D. Salter, Chem. Educ. Res. Pract., 3, 19–32 (2002).
A. N. Bahasoan, W. Ayuandiani, M. Mukhram, and A. Rahmat, International Journal of Science, Technology & Management, 1, 2, 100–106 (2020).
M. Reyes, K. Kaeppel, and E. Bjorngard-Basayne. Memes and GIFs as Powerful Classroom Tools. Faculty Focus | Higher Ed Teaching & Learning (2018). https://www.facultyfocus.com/articles/teaching-with-technology-articles/memes-and-gifs-as-powerful-classroom-tools/.
J. Paul and F. Jefferson, Frontiers in Computer Science, 1, 7, 1-9 (2019).
J. P. Baker, A.K. Goodboy, N.D. Bowman, and A.A. Wright, Comput Educ., 126, 376–387 (2018).
A. J. Franco-Mariscal, J.M. Oliva-Martínez, and M.L.A. Gil, J Chem Educ 92, 2, 278–285 (2014).
D. Cheung, Educación Química ,22, 2, 117–122 (2011).