Abstract—The COVID-19 pandemic has affected education
institutions around the world which has forced them to abruptly
shift to online learning to address educational challenges with
limited resources. Hence, this developmental research aimed to
develop teacher-made videos as a learning tool for online
learning in elementary statistics. This was utilized as an
asynchronous lecture material during the pandemic and its
acceptability was evaluated using the ADDIE Model. However,
this paper focused only on the development and evaluation phase.
It included 104 freshmen university students and five experts as
participants of the study. Mean, standard deviation, frequency
count, correlation analysis, and test of difference were used as
data analysis tools. The developed videos consist of the following
elements: title, learning objectives, overview, content discussion,
assessment, and answer key. The teacher-made videos were
highly acceptable in terms of learning objectives, content,
organization and presentation, format and design, learning
activities, and assessment as evaluated by the students and
experts. In addition, when the participants were grouped
according to sex and specialization, their overall acceptability
mean did not exhibit significant differences. It was also found
that the evaluation factors in the acceptability questionnaire all
have a strong, positive correlation with the overall acceptability
mean. Thus, technology-enhanced instructional materials like
videos and other learning media are helpful learning resources
in maximizing learning outcomes amid the pandemic.
Index Terms—ADDIE model, developmental research, online learning, statistics education, videos.
Jahfet Nabayra is with the College of Teacher Education of Aklan State University, Banga, Aklan, Philippines.
Cite: Jahfet N. Nabayra, "Teacher-Made Videos as Learning Tool in Elementary Statistics during the Pandemic: A Developmental Research," International Journal of Information and Education Technology vol. 13, no. 1, pp. 10-18, 2023.Copyright © 2023 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).