Improving Students' Reflections in Physics Class Using Video-based Journals

This study aims to improve the elements and the overall level of students' reflection through video-based journaling. Furthermore, this seeks to explore the student's perception on the use of video-based journals as compared to the handwritten journals. A total of 64 Grade 12 students were selected as the participants of the study using convenience sampling. They were asked to write journal reflections using pen and paper for two weeks. Afterwards, they shifted to video-based journaling and continued reflecting for another two weeks. Students' responses were constantly monitored. The responses were then analyzed using a rating checklist. Students' handwritten and video-based reflections were compared in terms of (a) elements of reflection and (b) overall level of reflection. To determine if there is a change on students' reflections, descriptive analysis was employed. Paired T-test was also used to determine if the change on these two aspects are significant. At the end of the four-week period, selected students were interviewed. Qualitative analysis was done to determine student's perception on video-based journaling as well as to compare the effectiveness of the two methods of journaling mentioned. Results showed that there is a significant increase on the number of elements present on students' reflections and improvement on the overall level of reflection when they used video-based journal. Moreover, majority of the students perceived the use of video-based journal to be more favorable than the handwritten journal. Results of this study will help educators in deciding on how to effectively implement and integrate reflective journaling in their teaching.