Exploring the Development of Nano Vlog-Based Supplementary Materials to Improve Cognitive Level in Elementary Agriculture VI

Abstract

The goal of this study is to explore the use of teacher-made nano vlogs—short, focused video blogs—as supplementary learning materials to improve the cognitive level of the Grade VI learners at San Ramon Elementary School – Calamba City in Technology and Livelihood Education (TLE) VI - Agriculture and Fishery Arts.

Additionally, it aims to investigate the impact of nano vlog-based materials on learner’s cognitive engagement and improving comprehension and increasing knowledge retention. Rooted in the theories of constructivist learning, multimedia learning and cognitive load, the research places nano vlogs within the broader context of evolving teaching strategies that utilize visual and auditory elements to improve knowledge retention.  Moreover, it utilized a quantitative experimental pretest-posttest control group design, and it involved two groups: an experimental group receiving the intervention (innovative nano vlogs designed to reinforce agricultural concepts) and a control group receiving traditional instructional methods. Both groups initially completed a pretest to establish a baseline cognitive level, the experimental group received the nano vlog intervention, while the control group continued with traditional instruction. A post-test was administered to both groups, enabling a comparison of cognitive gains.

Findings indicate that the developed nano vlogs were high-quality resources that have the potential to enhance traditional instruction. The nano vlogs were rated as "Very Satisfactory" (=3.86) across all evaluation criteria, demonstrating their alignment with curriculum standards, the accuracy and engagement of their content, and their technical and mechanical quality. The analysis of interrater agreement using Fleiss' Kappa revealed “Overall Quality” exhibited only slight agreement (Kappa = .036, p < .01), despite the agreement being statistically significant. Both the control and experimental groups showed statistically significant improvement in posttest scores, with the experimental group (mean difference = 12.05, t = 20.145, p < .01), which used the nano vlogs, showing slightly higher overall performance while the control group (mean difference = 9.81, t = 16.67, p < .01).

In summary, this research contributes to the understanding of technology integration in education, specifically the use of nano vlogs in Agriculture and Fishery Arts. The developed nano vlogs and research insights provide valuable resources for educators, curriculum developers, and policymakers seeking to enhance the quality of Technology and Livelihood Education VI instruction and promote learners’ cognitive development in this field.