Abstract:
This study investigates the effectiveness of asynchronous video brain breaks as an innovative learning strategy to improve the academic performance in TLE of among grade eight of Emiliano Tria Tirona Memorial National Integrated High School during the new normal form of education. To quantify the effectiveness of asynchronous video brain breaks as an innovative learning strategy to improve the academic performance of Grade 8 TLE students, two (2) sections in Grade 8 were chosen as participants in this study. These sections got the lowest mean scores in the diagnostic test (or pretest). Using a lottery method, one section was the Control group while the other section formed the Experimental group. The former was taught using the conventional teaching method and the video brain breaks was applied to the latter. The post-test examination was conducted after the duration of the research period and the results were compared and analyzed using t-tests to highlight any significant difference. From a safety perspective, to attain a more accurate and reliable result, the participants of both groups were chosen randomly. After completing the procedure above, test results showed a significant difference occurred between the post-test mean scores of the control group and the experimental group. Upon arriving at a significant difference between the performances of the two groups of students, those under the traditional method of teaching and those subjected to video brain breaks instruction, it is concluded that an innovative learning strategy called the Asynchronous brain Breaks is an effective way of improving the academic performance in TLE of Grade 8 students during the new normal set up of education.
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