Proceedings of the 3rd International Conference on Innovation in Education, Science and Culture, ICIESC 2021, 31 August 2021, Medan, North Sumatera Province, Indonesia

Research Article

The Effect of Video Analysis on Students’ Motivation of Learning Physics

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  • @INPROCEEDINGS{10.4108/eai.31-8-2021.2313796,
        author={Exedy C Lampara  Lampara and Joel T Maquiling},
        title={The Effect of Video Analysis on Students’ Motivation of Learning Physics},
        proceedings={Proceedings of the 3rd International Conference on Innovation in Education, Science and Culture, ICIESC 2021, 31 August 2021, Medan, North Sumatera Province, Indonesia},
        publisher={EAI},
        proceedings_a={ICIESC},
        year={2021},
        month={11},
        keywords={experiment motivation physics education technology video analysis and modeling},
        doi={10.4108/eai.31-8-2021.2313796}
    }
    
  • Exedy C Lampara Lampara
    Joel T Maquiling
    Year: 2021
    The Effect of Video Analysis on Students’ Motivation of Learning Physics
    ICIESC
    EAI
    DOI: 10.4108/eai.31-8-2021.2313796
Exedy C Lampara Lampara1,*, Joel T Maquiling2
  • 1: Department of CheMaPhy, College of Engineering, Architecture, and TechnologyRizal Technological University, Mandaluyong City, Philippines
  • 2: Department of Physics, School of Science and Engineering, Ateneo de Manila University, Quezon City, Philippines
*Contact email: elampara@rtu.edu.ph

Abstract

Video Analysis (VA) is an emerging technology currently used in sports, transportation, and security systems. VA is a method where an actual event is filmed, and the video is analysed and modeled using a software. The software involved generation of numerical values, equations, and graphs. This method can be applied to different experiments, such as those in Physics. However, there is a little knowledge on how this tool affects the motivation of students in learning the subject. In this study, the effect of VA on students’ motivation towards learning Physics is investigated. This study was implemented in a high school for six to eight weeks and utilized two groups, the VA group and Non-VA group. Each group comprised of thirty-five Grade 9 students. The study reveals that both groups have statistically indistinguishable self-efficacy (p = 0.067) and stimulation of learning environment (p = 0.086). On the other hand, students who used VA have statistically higher active learning strategies (p = 0.004), Physics learning values (p = 0.013), performance goals (p<0.000), and achievement goals (p = 0.003). Thus, students who used VA have higher motivation towards learning Physics than students who did not use it (p <0.000).