Improving Grade 8 Learners’ Conceptual Understanding of Typhoon Formation Through Interactive Videos

Conventional approaches to teaching science, especially involving natural events such as typhoons, frequently fall short in effectively engaging students or improving their conceptual understanding (Stylos et al., 2021). In the Philippines, where typhoons occur regularly, students’ misunderstandings regarding the formation of typhoons hinder both their academic progress and their readiness for disasters. (Atmojo & Rusilowati, 2018). While interactive multimedia tools, including question-embedded videos (QEVs), have emerged as promising solutions (Suarmika et al., 2022), their potential for teaching complex geoscience concepts remains underexplored. The study aimed to evaluate Grade 8 learners’ conceptual understanding of typhoon formation through one-group pretest-posttest design. A pretest-posttest analysis indicated a substantial improvement in learners’ mastery levels (p < .001), with the percentage of learners attaining “Moving Towards Mastery” or higher increasing from 0% to 40%. Mean scores increased from 8.48 to 16.68, indicating knowledge gains throughout the class. The interactive videos received unanimous praise from teachers and learners for enhancing conceptual understanding while increasing engagement. The outcomes correspond with Mayer’s (2005) Cognitive Theory of Multimedia Learning, specifically the principles of dual coding, coherence, and modality, which focus on minimizing cognitive overload and improving learning through the combination of visuals and narration. Keller’s (1987) ARCS Model further emphasizes the motivational dimension of QEVs by effectively capturing attention and maintaining learner engagement. Limitations including technological difficulties (such a projector and internet connectivity), different learning styles, and variations in previous knowledge of the students have been identified despite these positive results. These factors may have affected the learning outcomes, suggesting the need for better facilities and diverse teaching strategies This approach supports SDG 4 (Quality Education) by innovating science pedagogy and enhancing disaster literacy through digital learning methods. The observed knowledge gains indicate that these tools may assist in bridging educational gaps in underserved typhoon-prone areas. This presents a scalable approach for vulnerable regions such as the Philippines to enhance STEM proficiency and encourage climate-resilient communities through quality education.