Improving Grade 8 Learners’ Conceptual Understanding of Typhoon Formation Through Interactive Videos

Improving Grade 8 Learners’ Conceptual Understanding of Typhoon Formation Through Interactive Videos

Sittie Aisa B. Dimatunday, Joy R. Magsayo, Jun Karren V. Caparoso, Ph.D., Ellen J. Castro, Sotero O. Malayao Jr., Elesar V. Malicoban

Mindanao State University-Iligan Institute of Technology Department of Science and Mathematics Education

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000102

Received: 28 April 2025; Accepted: 02 May 2025; Published: 01 June 2025

ABSTRACT

Conventional approaches to teaching science, especially involving natural events such as typhoons, frequently fall short in effectively engaging students or improving their conceptual understanding (Stylos et al., 2021). In the Philippines, where typhoons occur regularly, students’ misunderstandings regarding the formation of typhoons hinder both their academic progress and their readiness for disasters. (Atmojo & Rusilowati, 2018). While interactive multimedia tools, including question-embedded videos (QEVs), have emerged as promising solutions (Suarmika et al., 2022), their potential for teaching complex geoscience concepts remains underexplored. The study aimed to evaluate Grade 8 learners’ conceptual understanding of typhoon formation through one-group pretest-posttest design. A pretest-posttest analysis indicated a substantial improvement in learners’ mastery levels (p < .001), with the percentage of learners attaining “Moving Towards Mastery” or higher increasing from 0% to 40%.  Mean scores increased from 8.48 to 16.68, indicating knowledge gains throughout the class.  The interactive videos received unanimous praise from teachers and learners for enhancing conceptual understanding while increasing engagement. The outcomes correspond with Mayer’s (2005) Cognitive Theory of Multimedia Learning, specifically the principles of dual coding, coherence, and modality, which focus on minimizing cognitive overload and improving learning through the combination of visuals and narration.  Keller’s (1987) ARCS Model further emphasizes the motivational dimension of QEVs by effectively capturing attention and maintaining learner engagement.  Limitations including technological difficulties (such a projector and internet connectivity), different learning styles, and variations in previous knowledge of the students have been identified despite these positive results. These factors may have affected the learning outcomes, suggesting the need for better facilities and diverse teaching strategies This approach supports SDG 4 (Quality Education) by innovating science pedagogy and enhancing disaster literacy through digital learning methods.  The observed knowledge gains indicate that these tools may assist in bridging educational gaps in underserved typhoon-prone areas.  This presents a scalable approach for vulnerable regions such as the Philippines to enhance STEM proficiency and encourage climate-resilient communities through quality education.

Keywords: Interactive multimedia, Question-embedded videos, Typhoon formation, Conceptual Understanding.

INTRODUCTION

Conventional approaches to teaching science frequently struggle to draw in students and clarify misunderstandings regarding complex natural events, like the formation of typhoons. In the Philippines, where typhoons frequently occur, understanding their development is essential for academic purposes and disaster preparedness. Many students have trouble understanding the concepts involved because of outdated teaching strategies that do not offer interactive and dynamic learning experiences (Stylos et al., 2021)). This gap emphasizes the necessity for effective educational strategies that improve conceptual understanding through engaging and interactive methods. Interactive multimedia technologies, particularly videos with integrated quizzes, have shown great potential for improving learning outcomes through active student involvement (Zolkwer et al., 2023). Recent research suggests that these tools can boost engagement, knowledge retention, and critical thinking abilities, particularly for complex geoscience concepts such as typhoon development (Wang, 2022). This study examines at how interactive videos improve Grade 8 learners’ conceptual understanding of typhoon formation and how learners and teachers perceive this intervention. The study intends to contribute to more effective scientific pedagogy while also addressing the demand for creative teaching materials that improve academic knowledge and disaster readiness. The findings could offer insightful information to help develop scientific education plans in typhoon-prone areas around the globe.

The primary objective is to enhance the understanding of learners of typhoon development using interactive videos. The study specifically aims to: Evaluate learners’ conceptual understanding of typhoon formation.

METHODS

A one-group pretest-posttest approach was used in this study to assess how interactive videos affected learners’ conceptual understanding of typhoon development. The study evaluated whether the materials met content standards to improve typhoon-related knowledge by quantitatively comparing test scores before and after the video intervention.

Research Participants

The study included Grade 8 learners from a public school in Lanao del Sur during the second quarter of the 2024-2025 academic year.  The interactive video intervention was implemented with forty learners from one intact class.  Before the study began, all of the chosen learners were in Grade 8 and had received no official instruction regarding typhoon formation.  The researchers acquired informed consent from the participants and their guardians, and participation was entirely voluntary.  These learners took pre- and post-tests to determine changes in their conceptual understanding of typhoon formation after experiencing the interactive video intervention.  The selection criteria guaranteed that participants had equivalent baseline knowledge of the issue prior to the implementation.

Procedure

Following the collection of essential permissions from school administrators and ethical approval from the reviewing committee, the study was conducted out with Grade 8 learners at two schools in Lanao del Sur. Initially, participants engaged in a pretest questionnaire regarding typhoon formation to establish their foundational understanding. After engaging with the instructional videos, posttest was conducted to evaluate improvements in conceptual understanding on typhoon formation. After the completion of the posttest, learners and teachers provided their insights through structured perception questionnaire designed to assess the educational effectiveness of the videos. All data collection procedures adhered to established protocols to guarantee validity.

Testing and Implementation

Pilot Testing

A pilot testing involved 40 Grade 8 learners at a private school in Marawi City which served as an initial trial to evaluate the feasibility and effectiveness of interactive videos on typhoon formation. The findings showed significant improvements in learning, as demonstrated by an increase in mean test scores from 11.23 (SD=2.80) to 15.65 (SD=4.94), supported by statistically significant t-test results (t=-5.52, p<0.001). additionally, qualitative feedback demonstrated significant learner engagement with the visualizations and interactive components, while teachers observed enhancements in conceptual understanding and classroom participation compared to conventional approaches.

Actual Implementation

After the pilot testing, another 40 Grade 8 learners participated for the actual implementation in a public school in Lanao del Sur, adhering to ethical guidelines. Pretest-posttest results indicated significant improvement, with mean scores rising from 8.48 (SD=2.66) to 16.68 (SD=6.35), as confirmed by statistical analysis (t(39)=-8.52, p<0.001). Learners expressed a preference for interactive quizzes and visuals, while teachers observed increased engagement. Technical limitations, including projector size and internet connectivity, were noted; however, they did not diminish the effectiveness of the interactive videos in improving conceptual understanding of typhoon formation.

RESULTS AND DISCUSSION

Conceptual Understanding of the Learners

The findings of the pretest and posttest used to assess Grade 8 learners’ conceptual understanding of the typhoon topic are shown in this section. The researcher developed and implemented interactive videos as an intervention to address learning gaps and improve subject knowledge. The performance of learners before and after the intervention is shown in the table below.

Table 1 Comparison of Conceptual Understanding of the learners on Typhoon Formation

Note. 0-7- Absolutely No Mastery (ANM)     8-17- Very Low (VL)     18-37- Low (L)      38- 64-   Average (AVR)       65- 84- Moving Towards Mastery      85- 93- Closely Approximating Mastery (CAM)    94-100- Mastered (M)

Table 1 shows a comparison of learners’ conceptual understanding of typhoon formation using 30-item pretest and posttest data.  The evaluation employed standardized descriptive categories (Mastered, Closely Approximating Mastery, Moving Towards Mastery, Average, Low, and Very Low) based on the Grade 8 National Achievement Test (2012) framework.

The pretest results revealed significant gap in conceptual understanding, with 75.6% of learner-participants categorized as Low mastery, and none of them reaching Moving Towards Mastery or higher levels. Additionally, 9.8% of learners were classified as Very Low, and none demonstrating Mastered or Closely Approximating Mastery levels.

The posttest results showed significant improvement across all mastery levels. The percentage of learners achieving the Moving Towards Mastery level increased to 40.0%, while those in the Closely Approximating Mastery and Mastered categories rose to 5.0% and 2.5%, respectively. The proportion of respondents in the Low mastery category decreased from 75.6% to 17.5%, while the Very Low mastery group dropped to 5.0%. The observed shifts suggest that the intervention was successful in improving learners’ conceptual understanding. The findings suggest the intervention successfully addressed knowledge gaps and enabled significant learner improvement. These findings are consistent with previous research showing the impact of interactive learning helps on conceptual understanding and academic accomplishment. For example, Amarille et al. (2024) demonstrated how interactive kits built specifically for physics subjects, such       as Newton’s Laws of Motion, improved Grade 8 learners’ comprehension and engagement. Similarly, Kolukaj and Orhani (2024) stressed the effectiveness of geometric toys in developing mathematical thinking and problem-solving abilities, emphasizing the importance of tactile and interactive tools in teaching.

This study emphasizes the significance of employing interactive videos for addressing challenges in conceptual understanding. The tools supported an interactive approach that help learners engage with the material, enhancing comprehension and addressing misconceptions. The significant improvement in mastery levels across all categories shows the success of interactive videos in converting abstract concepts into comprehensible learning experiences. This emphasizes the value of evidence-based teaching strategies that actively engage learners and adapt to their needs, enhancing the impact and relevance of science education.

 Table 2 Difference of the Conceptual Understanding of the Learners Using Paired t-Test

Table 2 illustrates the variations in the conceptual understanding of the learners prior to and following the intervention. The pretest scores demonstrated a mean of 8.475 and a standard deviation of 2.66, while the posttest scores demonstrated an increase to a mean of 16.675 with a standard deviation of 6.35. A paired samples t-test was used to see if this improvement was statistically significant. The calculated mean difference was -8.20. A paired t-test indicated a t-value of -8.52 (df = 39) and a p-value of p < .001 proving a statistically significant improvement at the 0.05 level.

The results indicate that the intervention effectively improved the learners’ conceptual understanding. The substantial improvement in mean scores, along with the considerable reduction in variability as indicated by the standard deviation, demonstrates that the intervention effectively addressed the inconsistencies in the learners’ initial conceptual understanding.

The findings align with previous studies about the effect of interactive teaching tools on enhancing conceptual understanding. Freeman et al. (2014) conducted a meta-analysis of 225 studies, concluding that active learning significantly enhances student performance in STEM subjects and reduces failure rates compared to traditional lecture-based methods. Sweller’s Cognitive Load Theory suggests the importance of designing instructional materials that correspond with cognitive processes, showing the significance of multimedia tools in enhancing learning efficiency through effective cognitive load management. Research on the split-attention effect indicates that integrating text and visuals in a unified format enhances learning by reducing cognitive strain and improving information retention. The studies collectively confirm the effectiveness of interactive and multimedia-based approaches in education.

CONCLUSION

The study examined the potential of interactive videos to improve Grade 8 learners’ conceptual understanding of typhoon formation concepts. The intervention led to a significant change in mastery levels of learners, shifting from primarily low initial understanding to improved performance following engagement with the interactive videos. Learners exhibited improved confidence in expressing key concepts, whereas teachers observed a rise in engagement and participation during class discussions. The incorporation of interactive videos appears to facilitate deeper cognitive processing and enhance sustained attention.  This is consistent with cognitive theories that support minimizing unnecessary cognitive burden and incorporating active learning strategies in science education.  Despite the positive results, full mastery of the content was not broadly attained.  Diversity among learners, limited technological resources, and differences in prior knowledge likely contributed to these variations.  The lack of a control group and the absence of long-term tracking might also limit the conclusions drawn. This study emphasizes the effectiveness of interactive videos in addressing conceptual gaps and enhancing disaster-related science education in regions susceptible to typhoons.  This approach enhances academic performance and encourages climate and disaster literacy by simplifying complex geoscience concepts and promoting learner-centered instruction. Future research should investigate differentiated designs, incorporate comparison groups, and evaluate long-term retention to enhance understanding of the long-term impact of interactive digital tools on science education.

ACKNOWLEDGEMENT

I extend my heartfelt appreciation to those who played a significant role in the completion of this thesis:

To my advisers, Joy Magsayo and Dr. Jun Karren V. Caparoso, for their constant assistance and for giving insightful and thoughtful suggestions that greatly enriched the research.”.

To my panel members, Ellen J. Castro, Sotero O. Malayao Jr., and Elesar V. Malicoban, for their valuable feedback and constructive critiques.

To MSU-IIT and DOST-CBPSME for their support and resources, which were instrumental in the success of this study.

REFERENCES

1. Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
2. Atmojo, S. E., & Rusilowati, A. (2018). Addressing students’ misconceptions about typhoon formation: A case study from the Philippines. International Journal of Science and Mathematics Education, 16(4), 721-737. https://doi.org/10.1007/s10763-017-9811-x
3. Banks, A., & Banks, C. A. M. (2019). Multicultural education: Issues and perspectives. John Wiley & Sons.
4. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
5. Bruner, S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.
6. Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73–105. https://doi.org/10.1111/j.1756-2008.01005.x
7. Clark, R. C., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. Pfeiffer.
8. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
9. Facione, A. (2020). Critical thinking: What it is and why it counts. Insight Assessment.
10. Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC In Proceedings of the First ACM Conference on Learning @ Scale Conference (pp. 41–50). https://doi.org/10.1145/2556325.2566239
11. Harjono, A., & Wahyuni, S. (2019). Problem-based learning with interactive multimedia to improve students’ understanding of thermodynamic concepts. Journal of Physics: Conference Series, 1233(1), 012028.
12. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
13. Hapsari, M. H., Angganingrum, S., Gunarhadi, & Roemintoyo. (2019). Motion graphic Animation videos to improve the learning outcomes of elementary school   European Journal of Educational Research, 8(4), 1245-1255.      https://doi.org/10.12973/eu-jer.8.4.1245
14. Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta- Learning and Instruction, 17(6), 722–738. https://doi.org/10.1016/j.learninstruc.2007.09.013
15. Kolb, A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
16. Marisda, H., & Handayani, Y. (2020). The combination of interactive conceptual learning models and multimedia interactive to minimize misconceptions on the science content. Journal of Physics: Conference Series, 1572(1), 012069.
17. Mayer, E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
18. Mohler, J. L. (2001). Using interactive multimedia technologies to improve student understanding of spatially dependent engineering Proceedings of the Graphic Conference, 2001. http://www.tech.purdue.edu/cg/
19. Moreno, R. (2006). Does the modality principle hold for different media? A test of the method-affects-learning hypothesis. Journal of Computer Assisted Learning, 22(3), 149–158. https://doi.org/10.1111/j.1365-2006.00170.x
20. Paivio, (1971). Imagery and verbal processes. Holt, Rinehart, and Winston.
21. Podolefsky, N. S., & Perkins, K. K. (2012). Factors promoting engaged exploration with computer Physical Review Special Topics – Physics Education Research, 8(2), 020117. https://doi.org/10.1103/PhysRevSTPER.8.020117
22. Richey, (2019). Developmental research design: An introduction. Wiley & Sons.
23. Tweissi, A. (2016). The Effects of Embedded Questions Strategy in Video among Graduate Students at a Middle Eastern University [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1477493805206092
24. Sriyani, , Koto, I., Defianti, A., & Sakti, I. (2023). The effect of interactive learning media on students’ conceptual understanding. Journal of Teaching and Learning Practices, 11(3), 56-72.
25. Stylos, , Sargioti, A., Mavridis, D., & Kotsis, K. T. (2021). Validation of the thermal conceptevaluation test for Greek university students’misconceptions of thermal concepts. International Journal of Science Education, 43(2 247–273. https://doi.org/10.1080/09500693.2020.1865587
26. Suarmika, I. M., Jaya, I. K. D., & Gunawan, I. (2022). Enhancing science learning with question-embedded videos: Impact on students’ conceptual understanding of typhoon formation. Journal of Science Education and Technology, 31(3), 345-362. https://doi.org/10.1007/s10956-021-09984-7
27. Vygotsky, S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
28. Wang, N. (2022). Effective video solutions for earth science education. The University of Texas at Dallas. https://utd-ir.tdl.org/bitstreams/92125749-b152-41e3- 8040- b194e62dc2af/download
29. Zolkwer, M. B., Hidalgo, R., & Singer, B. F. (2023). Making educational videos more engaging and enjoyable for all ages: An exploratory study on the influence of embedded International Journal of Lifelong Education, 42(3), 283-297. https://doi.org/10.1080/02601370.2023.2196449

APPENDIX

Table of Specification

Table of Specification (TOS) on Understanding Typhoon Formation

Second Quarter

Achievement Test (Pretest and Posttest)