Abstract
This study was conducted to investigate the efficacy of employing video presentations as a teaching tool for logic based on various levels of learning objectives. The study involved a pre-test and post-test anchored on the revised Bloom's taxonomy of learning to determine the level of performance of the respondents. The study also aimed to determine whether a significant difference exists within the group in terms of the tests, and to compare the mean gain scores between control and experimental groups. Moreover, the research examined common problems and challenges that the respondents faced. The standardized questionnaire used for the pre-test and post-test corresponded to the six levels of Bloom's taxonomy: remembering, understanding, applying, analyzing, evaluating, and creating. The study showed that both learning methods had a slight effect on students' performance in terms of comprehension and analysis. However, the modular approach with video presentation significantly improved students' performance in terms of knowledge and comprehension. Based on the results, it is recommended to use video presentations as an augmentation to the modular approach in teaching logic. Further research is encouraged to consider a wider scope for more valid and justifiable results.
