#EduTok and its Relationship on Student’s Academic Performance in Science
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 18, Issue 3
Abstract
Technology integration in education is increasingly recognized as essential for enriching students' learning experiences in today's fast-paced world. Research has consistently showcased the beneficial effects of technology on students' behavior, attitudes, and academic achievements, particularly in the field of Science. However, despite these advancements, there remains a critical gap in finding which multimedia resources effectively capture students' interests and enhance their learning experiences. This study addresses this gap by investigating the relationship between educational content available on #EduTok and students' academic performance in science. The research involved 245 senior high school learners who completed a survey questionnaire. The collected data were analyzed using Pearson's r correlation coefficient, revealing a weak but significant correlation. These results suggest that further exploration is needed to identify more effective multimedia resources for enhancing students' engagement and understanding in science education. Moreover, it is pertinent to note that Pearson's r correlation coefficient for this study was calculated to be 0.215. This value suggests that only a tiny proportion of the variance in students' academic performance in science can be attributed to their use of #EduTok. Additionally, the obtained p-value of 0.000 indicates statistical significance, thus rejecting the null hypothesis. These results imply that while #EduTok may impact students' academic performance, other factors, such as incorporating hands-on activities, may substantially influence learning outcomes.
Authors and Affiliations
Jane Aquino, Jessie Moris, Reymen DeJesus, Ma. Rickamae Datiles
Keywords
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- EP ID EP758312
- DOI doi: 10.5281/zenodo.10869995
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