Investigating the Use of Pre-Recorded Lecture Videosin Flipped Classroom Technologies on Students' Learning at Secondary Level

Abstract

The study aims to investigate the use of pre-recorded lecture videos in flipped classroom technologies on students’ learning at the secondary level. Traditional teacher-centeredteaching has been replaced with learner-centeredteaching models. Pre-recorded lectures centeron personalized learning built with capturing and accelerating technological features like stop, record forward, play, and rewind. It allows personal control over the pace and direction of learning. A true-experimental pre-post-test design was conducted with 40 students of grade-X. A valid and reliable teacher-made pre-tests and post-tests were used as research instruments. The pre-test and post-test were constructed from the five selected grade -X-level chapters. The students were divided into two groups: an experimental flipped classroom group and a control group. The experimental group was taught via a flipped classroom for eight weeks, while the control group was taught via traditional strategy. The level of students' learning was measured after eight weeks using the SPSS software version. The results showed that students in the flipped classroom had shown significantly higher learning levels than students in the traditional group. The findings also showed that the use of flipped classroom technologies significantly affected students' learning at the secondary level. Moreover, the findings suggested that pre-recorded lecture videos positively facilitate learning and student engagement. Based on these findings, the researcher presented some recommendations