Effectiveness of Interactive Video Lessons in Improving Twelfth-Grade Students’ Understanding of Electric Field Concepts
Keywords:
Interactive video lessons, significant, mean, effective, perceptions, lecture method, perform, pre-test, post-test, survey questionnaire, semi-structured interview, physics achievement test.Abstract
This convergent mixed-methods study, implemented within a practitioner action-research cycle, examined whether interactive video lessons (IVLs) supported Bhutanese twelfth-grade students' conceptual understanding of electric fields. The quantitative strand used a non-equivalent-groups quasi-experimental design with two intact science sections (N = 68; 34 students per group), and the qualitative strand used phenomenological interviews with six students from the experimental group. Individual students were not
randomly assigned. The experimental group learned through Edpuzzle-based IVLs, whereas the control group received lecture-based instruction. Achievement-test scores were analyzed using Mann-Whitney U tests for between-group comparisons and Wilcoxon signed-rank tests for within-group pre-post change; survey responses were summarized descriptively, and interviews were analyzed thematically. No statistically significant pre-test difference was detected (U = 542, p = .436, r_rb = .062). At post-test, the median was 14
for the experimental group and 8 for the control group (U = 304, p < .001, r_rb = .474). Students generally described the IVLs as engaging and useful, although pacing, accent clarity, audio quality, and the need for teacher scaffolding were identified as challenges. Because the study used intact classes and the archived analytical output did not contain a direct between-group change-score analysis or confidence intervals for the reported rank-biserial correlations, the findings are interpreted as preliminary, association-based evidence
rather than definitive causal evidence of IVL effectiveness.
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