Design, Development, and Validation of Phenomenon-Based Learning Video for Asynchronous Remote Instruction

Jenny C. Cano^1, and Laila S. Lomibao¹

¹Department of Mathematics Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines

Cite this paper:
Jenny C. Cano and Laila S. Lomibao. Design, Development, and Validation of Phenomenon-Based Learning Video for Asynchronous Remote Instruction. American Journal of Educational Research. 2022; 10(4):194-200. doi: 10.12691/education-10-4-6

Abstract

Todays’ educational landscape is continuously changing and becoming more complex. Thus, educators, who are in the frontline in coping up to this ever-changing landscape of education, should also continuously innovate new pedagogy to improve the quality of learning and produce globally competitive individuals. The goal of this research is to design, develop, and validate the phenomenon-based learning videos in Calculus for asynchronous remote instruction. Descriptive research design and a validated researcher-made instrument were used in this study. Thirty mathematics experts in mathematics or mathematics education evaluated the phenomenon-based learning videos based on three categories: subject, content, and technical aspect. Results showed that every indicator under each category is highly acceptable. This implies that the overall design and development of the phenomenon-based learning videos are highly acceptable. Hence, these videos are recommended to be used in Calculus especially in asynchronous remote instruction.

Keywords:
learning video material educational video instructional material development and validation mathematics education asynchronous remote instruction phenomenon-based learning

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