Utilization of Videoconferencing as an Innovative Tool in the Implementation of Science Education

Videoconferencing kind enables real time communication across far places, with interactive options like audio, video, screen sharing, and even chat. It got popular around the time of the COVID-19 pandemic, mostly because people needed continuity, but in the case of focused science teaching, its real value isn’t something you can just assume it stays fixed… it still needs continuous checking. In this study, the use of Google Meet and Zoom was looked at while teaching certain Biology topics. The participants were 45 Grade 8 students who were randomly chosen from Mabitac and Santa Maria, Laguna. The research used a One-Group Pretest-Posttest setup, so student performance was measured before and after the synchronous sessions. For measuring performance, the study used a validated content questionnaire. On top of that, there was a 5-point Likert-type survey that captured student satisfaction across both platforms. When the data were analyzed, results showed a statistically significant rise in posttest scores compared to pretest scores, so the null hypothesis was rejected. Also, even though students described similar experiences in terms of platform functionality, interaction, and overall session purposes, there was still a significant difference in satisfaction when it came to the unique features and technical quality of Google Meet versus Zoom. Even with that, the single-group design is a bit limiting because it can’t easily separate videoconferencing effects from other outside influences—like maturation, or testing effects, and those things can happen without anyone intending them to. Still, overall, the findings indicate that these synchronous tools can work as appropriate, engaging mediums for giving localized online Biology instruction.