Pre-Service Teachers’ Educational Video Mediated Experience vis-a-vis Learning Engagement in the New Normal

Abstract

Technology-mediated instruction using online instructional materials, particularly educational videos, reinforces teaching-learning. However, students’ engagement becomes an issue in this learning environment. This paper ascertained the relationship between educational video utilization and learning engagement in technology-mediated learning. This study also investigated the perceived impacts of educational video utilization and the extent of respondents’ learning engagement in technology-mediated learning. This study employed a quantitative nonexperimental method through a descriptive correlational research method. The data were obtained from the survey questionnaire administered to 284 students in one University in Bicol Region, Philippines. It was analyzed and interpreted using different statistical treatments such as frequency count, percentage technique, weighted mean, PPMC, and t-test. Findings revealed that educational video utilization impacted the three aspects (cognitive, emotional, and behavioral) as perceived by the respondents. There was a large extent of learning engagement of the respondents in three areas: knowledge development, social interaction, and motivation. Furthermore, the result showed a significant correlation between the two variables; hence, it is recommended that language teachers utilize educational videos during the teaching-learning process to increase learning engagement in technology-mediated learning.