The Effects of Using Videos on Teaching Selected Topics in Physics Towards the Development of Higher-Order Thinking Skills

This study tried to answer the following: What are the mean scores of the experimental group and control group in the pretest in terms of HOTS: application, analysis, synthesis and evaluation? Is there a significant difference between the mean scores of the two groups in the specified HOTS? What are the mean scores of two (2) groups in the posttest in terms of HOTS: application, analysis, synthesis, and evaluation? Is there a significant difference between the mean scores of both groups in the specified HOTS? What is the percentage gain in terms of HOTS based on the results of the pre and posttest in the experimental/control groups? What is the level of proficiency of both groups in terms of the mean scores in the posttest on the given skills? It utilized quasi-experimental, mean, percentage, standard deviation, and T-test for independent sample means. The following were drawn: Students performed better in analysis, synthesis, and evaluation levels even before the use of videos based on the pretest .The experimental and control groups had the same posttest performance in the application and synthesis levels. But, the experimental group performed better at the analysis and evaluation levels. Students in the control group had a greater percentage gain at the analysis and synthesis levels based on pre and posttest results. The level of proficiency of both groups in the application, analysis, and synthesis skills was average in the evaluation skill for the experimental group. Instructions using both the traditional approach and using videos developed the students’ HOTS.