Edpuzzle as Learning Intervention Material in Addressing the Least Learned Competencies in Earth and Life Science
DOI:
https://doi.org/10.5281/zenodo.18738587Keywords:
Edpuzzle, least mastered competencies, remediation material, science lessonAbstract
Addressing learners' least learned competencies requires strategic intervention that combines effective pedagogy and authentic assessments. Despite the growing availability of digital tools, video-based learning platforms such as Edpuzzle remain underutilized as an intervention strategy in science education. This quasi-experimental research explores the use of Edpuzzle as an innovative learning intervention material to address the least learned Earth and Life Science competencies, specifically in the topic of metamorphism, among Grade 11 students at Aplaya National High School. The study identified the learning gaps using item analysis of pre-test mean percentage scores (MPS). The intervention was conducted among 30 Grade 11 students divided randomly into two groups: one using the Edpuzzle video-based lesson and the traditional remediation. Pen-and-paper test and perception surveys were employed to measure both learning outcomes and student engagement. Results showed that the Edpuzzle group significantly performed better than the traditional group, with an MPS of 73.33 compared to 42.67. Students who utilized the Edpuzzle found the online platform to be engaging, effective, and suited to their needs, with a mean perception of 3.41 (Strongly Agree). Statistical tests showed a significant difference between the groups, which suggests that the higher average scores of the Edpuzzle group indicate its potential to boost engagement and mastery. The findings suggest that Edpuzzle can support differentiated instruction, which allows teachers to deliver self-paced, engaging lessons, particularly during intervention periods. Meanwhile, schools may consider integrating interactive video tools such as Edpuzzle into their institutional intervention frameworks.
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