Abstract—This study compares the effectiveness of
interactive videoconferencing and online text-based modular
learning in improving students’ performance in Kinematics and
Dynamics lessons in the Philippine education context. Moreover,
it explores the students’ level of perceptions toward the two
modalities. This study used a quantitative experimental
crossover method with posttest only. The researchers collected
relevant data from 82 Grade-12 students by using a posttest and
Likert-scale questionnaire. The results revealed that the
students exhibit very satisfactory and satisfactory
performances in the interactive videoconferencing and online
text-based module, respectively. Furthermore, the students are
more likely to use interactive videoconferencing than the
online-text-based module as revealed by the test of difference
results. As indicated, interactive videoconferencing offers more
learning benefits to students. However, this study recommends
exploring further benefits, challenges, and other vital factors of
these two methods in a virtual classroom. Filipino educators
must also consider the blended learning approach.
Index Terms—Online learning, synchronous and asynchronous learning, self-directed learning, mechanics lesson.
The authors are with the Palawan State University, Philippines (e-mail: firstname.lastname@example.org, email@example.com, firstname.lastname@example.org).
Cite: Rudyr S. Bacolod, Mariza C. Genanda, and Donnalyn Blacer-Bacolod, "Interactive Videoconferencing versus Online Text-Based Module: Which Is Better to Use in a Physics Classroom?," International Journal of Information and Education Technology vol. 12, no. 8, pp. 712-718, 2022.Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).