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

Sittie Aisa B. Dimatunday, Joy R. Magsayo, Ph.D. Jun Karren V. Caparoso, Ellen J. Castro, Sotero O. Malayao and Elesar V. Malicoban
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Sittie Aisa B. Dimatunday: Mindanao State University-Iligan Institute of Technology Department of Science and Mathematics Education
Joy R. Magsayo: Mindanao State University-Iligan Institute of Technology Department of Science and Mathematics Education
Ph.D. Jun Karren V. Caparoso: Mindanao State University-Iligan Institute of Technology Department of Science and Mathematics Education
Ellen J. Castro: Mindanao State University-Iligan Institute of Technology Department of Science and Mathematics Education
Sotero O. Malayao: Mindanao State University-Iligan Institute of Technology Department of Science and Mathematics Education
Elesar V. Malicoban: Mindanao State University-Iligan Institute of Technology Department of Science and Mathematics Education

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 1175-1183

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

Date: 2025
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